Social Learning

William Glasser’s Choice Theory We all make choices according to basic needs that come from within ourselves. The needs drive our choices and influence how we behave in those choices. Our Choices define our personality William Glasser, MD, in his Control Theory in the Classroom, explains that too many capable students make little or no effort to learn. He explains that all of us, not just students, make choices according to basic needs that come from within ourselves. These needs drive why we choose and how we behave in those choices. This hierarchy of motivators are similar to Maslow’s hierarchy of needs, but have more to do with the REASONS OR MOTIVATIONS for the choices we make.   (He has since changed his CONTROL THEORY to CHOICE THEORY.)

Fun The need for pleasure To play To laugh Naturally motivating No one has to bribe you to do these things Try to imagine life without fun… We are going to start with fun… CLICK:This is the need for pleasure, CLICK: to play, CLICK: to laugh… CLICK: No one has to bribe you to do these things…they are naturally motivating. What is one thing you do simply for fun? You’ve heard the expression, “Play is a child’s work.” Glasser links the need for fun with learning…look at higher animals…they learn in their play. Some people do not think “fun” is very important. (Some teachers do not think that FUN is important at all in the classroom…) CLICK: Try to imagine life without it… ASK: What will you see in a classroom that is fun? Turn to your collaborative partner and discuss what you might see in a classroom that would be evidence that the need for fun is being met. (Laughter, humor, enthusiasm, learning games)

Freedom The need for independence For autonomy For control over one’s own life For choice Some students have had little experience with choice… CLICK:This is the need for independence, CLICK: autonomy, CLICK:to be able to take control of the direction of one’s own life, CLICK: having a choice. We all prefer to have a say-so in what happens to us in our lives. In providing choice in our classroom, you must be aware of your audience. Those persons who have had little experience with choice have to practice in small steps. CLICK The choices you give must be ones you can live with. You, the teacher gets to decide when and how much choice to give. (Parents: What will happen if you tell your young child she can wear whatever she wants? When a child is just starting to make those kinds of choices, what can parents do to help? …lay out 2 outfits and have the child choose between the two…Remember that with your students.) Giving other options WHEN YOU CAN teaches them to make decisions and they feel as if their freedom to choose really does make them capable. ASK: What will you see in a classroom that allows students some freedom to make some choices? Turn to your collaborative partner and discuss what you might see in a classroom that would be evidence that the need for freedom is being met. (Choice of assignments, choice of working partner,…)

Power Empowerment The need to achieve To be recognized for achievement/skills To have a sense of self-worth To contribute What makes your students feel valued? As educators, we usually think of this as empowerment. CLICK The need to achieve CLICK, to be competent, to be recognized for achievements and skills CLICK, to be listened to, to have a sense of self-worth CLICK. We need to feel capable of contributing and that we possess some influence…and value. CLICK You must get to know your students before you can understand what makes them feel valued. CLICK ASK: What will you see in a classroom that would show that the need for “power” is being met? Turn to your collaborative partner and discuss what you might see in a classroom that would be evidence that the need for power is being met. (duties, display student work, student input into classroom rules/procedures, positive notes/recognition,…)

Belonging The need for love For relationships Social connection Part of a group In schools, we must work to make students (parents, teachers) feel they belong… This is one of the strongest motivators. The need for love and belonging, the need for relationships, social connection, to feel a part of a group. What is the main reason kids join gangs? In schools, we must work to make each student, parents, and other teachers feel as though they BELONG. ASK: What will you see in a classroom that would indicate that students’ need for belonging is met? Turn to your collaborative partner and discuss what you might see in a classroom that would be evidence that the need for belonging is being met. (group work, class “motto”/mascot, class t-shirts/school t-shirts, etc, no isolated students, “sense of community”)

Survival Physiological The need for food, shelter, safety Safe from bullying Schools should be a safe environment from bodily harm, mental or physical intimidation, abuse. This need is physiological! We have genetic instructions to survive! Includes the need for food, shelter, safety. We have made a lot of changes in our school culture to ensure physical safety for our students and that their physical needs are met…school lunch program, breakfast program, school nurse, etc. Sometimes we forget to work as hard to make our schools emotionally safe from Name-calling, making fun of others, saying hurtful things are some of the ways that emotional safety is threatened. We must work hard to provide a supportive environment safe from bodily harm, mental or physical intimidation, or abuse. This may be a reason for joining a gang…for personal safety. ASK: What will you see in a classroom that is emotionally safe? Turn to your collaborative partner and discuss what you might see in a classroom that would be evidence that the need for survival is being met. (Classroom rules, no one ostracized, no name calling, helping atmosphere,…)

ALL BEHAVIOR IS PURPOSEFUL! It is our best attempt, at the time, given our current knowledge and skills, to meet one or more of our basic human needs. Dr. William Glasser

Social Cognitive Theory Albert Bandura

Early Life of Albert Bandura Born on December 4, 1925 in a small town called Mundare in northern Alberta, Canada (50 miles east of Edmonton). He was the youngest and only boy of six children. Both of his parents were of Eastern European descent, and his father and mother emigrated to Canada when they were adolescents. Albert Bandura: Biographical Sketch. (n.d.). Retrieved date from the Emory University website: http://www.emory.edu/EDUCATION/mfp/bandurabio.html (Albert Albert Bandura: Biographical Sketch (n.d.)

Early Education-Elementary School Bandura was educated from elementary school through high school in the one and only school house in town. The school had a shortage of supplies and teachers, and most of the learning was left to the students’ initiative. Albert Bandura: Biographical Sketch. (n.d.). Retrieved date from the Emory University website: http://www.emory.edu/EDUCATION/mfp/bandurabio.html Albert Bandura: Biographical Sketch (n.d.)

University Education 1949: Bandura received his B.A. degree from the University of British 1951: M.A. received from the University of Iowa 1952: Ph.D. received from University of Iowa under the direction of Arthur Benton (who was heavily influenced by William James.

Educational Interests While studying at Iowa, Bandura’s interest in childhood aggression began Idea of social learning theory established while pursuing Ph.D. at University of Iowa

Social Cognitive Theory Bandura does not consider himself a Social Learning Theorist, but prefers Social Cognitive Theory Comprehensive theory that includes motivational and self regulatory mechanisms Emphasizes the social origins of human thought process and behavior Emphasizes cognitive influence on behavior, rather than conditioning influences from the environment

Bandura’s Theory Vicarious consequences (Model and imitate others) Human beings have specific abilities related to learning that sets them apart from other species. Social cognitive theory states that there are three characteristics that are unique to humans: Vicarious consequences (Model and imitate others) Self–efficacy (self reflection) Performance standards and moral conduct (Ability to regulate one’s own behavior)

Bandura’s Theory (cont) Bandura believed that a person’s level of motivation is an affective state and actions are based more on what they believe. Bandura believed that motives included: past reinforcement or more traditional behaviorism the promise of reinforcement or incentives and also vicarious reinforcement or modeling. These beliefs define what is learned. According to Bandura, in order to learn, one must pay attention be able to retain or remember have the ability to reproduce the behavior.

The Bobo Doll Study Albert Bandura’s Bobo doll study in 1961 was a classic study that demonstrates the social learning theory. The study showed that after viewing adults strike and kick a Bobo doll, children would imitate the behavior in another environment. This was important, as it suggests that the violence could be imitated by viewers. Results showed 88% of the children imitated aggressive behavior following the viewing of the tape of adults acting aggressively toward the doll. 8 months later 40% of the same children reproduced the violent behavior observed in the Bobo doll experiment.

The Bobo Doll Study (cont.) The children were shown three different endings to the video: the adults praised for the behavior, being put in a time out or merely leaving the room. While controversial, Bandura maintained that his experiment demonstrated that children are influenced by witnessing or modeling of aggression in others.

Beliefs Albert Bandura believed that aggression reinforced by family members was the most prominent source of behavior modeling. He reports that children use the same aggressive tactics that their parents illustrate when dealing with others. In order to control aggression, Bandura stated that the problem should be diagnosed and treated during one’s childhood. Children learn to act aggressive when they model their behavior after violent acts of adults, especially family members.

Beliefs (cont.) There are four component processes influenced by the observer’s behavior following exposure to models: attention; retention; motor reproduction; and motivation. He believes that people acquire behaviors through the observation of others, then imitate what they have observed.

Bandura and Television Several studies involving television commercials and videos containing violent scenes have supported this theory of modeling. Albert Bandura believed television was a source of behavior modeling.