Need the Responses to the attached Posts according to the below Guidelines Discussion Response Guidelines: Acknowledge your classmates' posts. Build upon these posts by providing additional details,

1. The Constructivist View of Learning relies on students constructing knowledge on their own. The teacher does not simply give information to the students via a lecture or like in a teacher-based classroom. Rather, the teacher encourages students to “be aware of and consciously use their own strategies for learning” (Slavin, 2018, p. 188). The main principle behind the Constructivist View of Learning relies on the idea that “learners must individually discover and transform complex information if they are to make it their own” (Slavin, 2018, p. 188). In my own teaching, I try to use the constructivist approach quite a bit, especially in my geometry classes. With there being so many formulas and theorems in the geometry standards, I try to develop what I call ‘discovery’ activities. These activities use previously learned information that students can use to help develop or ‘discover’ these formulas and theorems for themselves. I love using this approach because it centers around the students rather than just the teacher. The students become responsible for their own learning in that they must use discovery tactics to learn new information. Students construct the basis for each formula/theorem and in doing so, it not only helps them remember the formula/theorem later on, but they can explain why the formula/theorem is what it is and they can understand the need for it. I will continue using these types of activities in my classroom and hope to use them as much as possible in the future. The students seem to genuinely enjoy these types of activities and I believe that it helpsthem grow not only as geometry students, but as problem solvers and productive members of a team.  

2. Even though this is only my sixth year as a teacher, I have had multiple students with these traits, almost on a yearly basis. Interacting with these different students has not always been the same, as there are a variety of reasons for this type of unpreparedness. In regards to the different strategies asked about, I would use them each in the following ways:

*Rewards: Rewards and reinforcements are a difficult thing to use in a classroom setting as some students may see something as a reward, and some may not. The importance of particular rewards or reinforcements is “largely determined by personal or situational factors” (Slavin, 2018, p. 249. In the case of the aforementioned student, I would use rewards as something she receives when she is both prepared with her classroom materials as well as when she has her assignment ready. I believe that if I just gave her a reward for one of these things, that that specific behavior may become enhanced while the other stays the same or worsens. To determine what I would use as a reward, I would try to find out things that she cares about or thinks is important, such as time with her phone, social time, quiet time, bathroom passes, etc. It would need to be particular to the student so that she finds it important to try to accomplish what would result in said reward.

*Punishments: As for a punishment, I would have a class-wide policy for dealing with unpreparedness or lack of an assignment. In my class currently, I only give half credit for a late assignment with no excuse, and only take the assignment for up to a week. I would give the same policy to this student. I do not actively scold students in front of others for not having an assignment. You never know what is going on with a high school student, and I feel like this could be a negative way to go about showing a student that their behavior is not acceptable.

*Shaping: In order to use shaping for this student, I would be sure that I was completely prepared for class daily. I would make a point to mention that I had all of my things together in some way so that maybe this student would see the benefit to being prepared for class. I would have my assessments graded on time as well as ready to discuss in a timely manner. I feel like this could be a good reinforcement as this student is watching something be done that is “in their current capabilities but that also stretch them towards a new skill” (Slavin, 2018, p. 107).

*Home-Based Reinforcement: I believe that parent/guardian contact is of utmost importance in the high school age. Even though these teenagers are getting older and need to become more responsible, they are still living under someone else’s roof and that person needs to know what is going on in their lives. In this situation, I would contact the parent/guardian of this student only after a warning and a teacher-student conference. I would not do this for the student to get into trouble in any way, but to have some support from another adult figure in the student’s life in regards to their preparedness and schoolwork in my class. “Families can be effective partners in a reinforcement system” (Slavin, 2018, p. 104) and I believe that any additional support from a parent/guardian could be beneficial to helping the student get where they need to be.

*Contingency Contracting: Contingent praise “depends on student performance of well-defined behaviors” (Slavin, 2018, p. 266). Using this strategy in the classroom gives more results than I would have anticipated in a high school classroom. Telling the unprepared student how much you appreciate them being prepared can have a positive effect in that the student may try to receive this praise more by doing the desired action more. However, I would not thank each student for being prepared or for doing the homework assignment every single day. Contingent praise should be given in regards to “a student’s usual level of performance” (Slavin, 2018, p. 266). The students that are prepared daily would not need this praise, as it is not on their personal level of performance.  

Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). NY, NY: Pearson.