Chapter 9 Case Study

Ch. 9 Questions:

1. Does Mr. Kessinger's class represent a community of learners as defined in Ch. 7? Why or why not?

This feels like a given no. Basing on the simple aspects of a community of learners we can easily rule out diversity, value in multiple discussion, coordination between teacher and student, multiple potentials of resources (both other students and notes), teacher guidelines …

2. Does Mr. Kessinger utilize presentation punishment or removal punishment with Robin? Justify your response.

Mr. Kessinger uses presentation punishment as he reprimands Robin in front of the class, changes what should have been an acceptable and praiseworthy action and makes it a negative approach to learning, and then in essence tells the class that note taking is bad and unacceptable behavior in the class. He mocks his student and makes the environment massively uncomfortable. Then of course in the end you have the sheer fact that Robin never takes notes again.

3. Explain Robin's reaction in Ms. Yamashita's class from the perspective of classical conditioning.

If we relate Robin to Pavlov and the famous studies of the dogs responses you have a clear and simple understanding of Robin’s reaction. She did a remarkable job and was punished for it, therefore when she does yet another remarkable job and the teacher begins to respond, she doesn’t even hear the words, just assumes s negative, and takes off. She has now been conditioned to believe (at least for the time being) that what she had done was negative and would always meet with punishment and shame.

4. How might Ms. Yamashita encourage Robin to create concept maps in the future? Include behavioral concepts such as shaping, reinforcement, etc., in your response.

Upon Robin’s return Ms. Yamashita could begin with praise. Without singling Robin out at first she could say that a singularly exemplary student had something worth sharing with the class, then asking Robin for her concept map she could show it and continue to teach from the material Robin had present. Also she could continue this positive reinforcement by having Robin teach (if she’s willing) her approach to study. Putting Robin as an example would hopefully shape a more positive environment. As well, she could give time in class for the students to work independently towards personal study giving credence to the praise and secondary reinforcement to the expected work response.