1. Identification of appropriate models for both academic
and social behaviors. Remember- models need not be live. The
classroom teacher can increase the potential impact of models (and therefore
learning) by overtly pointing out models and modeled behavior. When
students are overheard discussing a particular sports star for instance,
use the moment as an opportunity to point out the educational attainment
of the individual (almost all professional football players and basketball
players have a college degree).
2. People pay attention to behaviors with predicted
reinforcement. Therefore, it is beneficial to establish expectancy
of positive outcomes so models are attended to. In the classroom,
when a student achieves at a high level, publicly recognize the achievement
and the consequence (a high grade, attendance at a principal's party, a
certificate, etc.).
3. Establish the usefulness of learning. There
is little reason to attend to information or models that are irrelevant
to the life of the learner. It is critical that minority students
identify minority models and females identify female models. A recent
trip to a 6th grade classroom was very disappointing when I noticed that
almost all of the pictures in the classroom were either of male historical
figures, or male sports stars. A few pictures of females (2 angels
and the teacher) were included, but did not provide the same level of focus.
4. Establish a reason for techniques that are taught.
One example is the ability to "skim" a book chapter. This is a useful
technique to preview a chapter, and will help the student who uses it in
this way. However, it is often used to skip over difficult portions
of a text, and used in this manner is detrimental to learning.
5. Establish the functional nature of social behavior:
Children are expected to maintain themselves in a classroom setting in
a particular manner for a particular reason. Not hitting, treating
others with respect, talking only when called on, are all positive social
norms that aid not only in the function of the classroom, but are also
beneficial to social relationships. Understandng this functionality
may increase the perceived status of models who follow these norms.
6. Remember that vicarious reinforcement is different
than implicit reinforcement. Implicit reinforcement may be perceived
as punishment to those skipped. It becomes another public example
of their personal failure and worthlessness. Also remember that reinforcement
is in the eye of the beholder. Some students want nothing more than
time to read, while others want anything but time to read.
7. Model Self Control: teachers have emotional
reactions to individual students and situations constantly. Children
who are attuned to emotions, will pick up on even slight changes in voice,
facial expression, or energy levels.
8. Motor Skills must be practiced with consensual
feedback in addition to seeing the behavior and developing a conceptual
representation.
