Reflection

EDUC 776

REFLECTION EXERCISE ASSIGNMENT INSTRUCTIONS OVERVIEW You will complete four Reflection Exercise Assignments in this course. As you develop and move through this course, it is important that you can reflect on, report, and assess your learning throughout your educational journey. These reflection assignments will support your comprehension of new material and connections to learning theories and instructional practices you already know and use. INSTRUCTIONS

Each reflection should address the concepts and principles most meaningful to you during your study. Reflections are NOT to be just a summary of your reading/study. Reflections synthesize new information with prior personal experience and demonstrate your growth of knowledge and skill.

Reflections are 2 – 3 pages of well-organized prose integrating your observations and questions about the course material with at least five current (i.e., published within the last five years) scholarly sources. Use APA formatting, including title and reference pages. An abstract is not required. The title and references pages do not count towards the 2 – 3-page requirement.

As you organize your reflection, include the following elements:

1. A brief introduction paragraph that builds the foundation for your reflection on this module’s Learn material.

2. A discussion of new ideas. What new ideas (theories, methods, etc.) did you learn from this module’s Learn material? What was your favorite/most meaningful idea from the readings? Why? You might want to quote a short piece that you feel is an important idea or something you would like to remember for yourself or share with others.

3. Connections. How does this module’s Learn material relate to other materials you have read as a student, including materials from other courses as well as from this course? Do you predict you will use this information in the future, and if so, why?

4. Share experiences/memories. Comment on whether and how this module’s Learn material relates to your own experiences, either your own history as a student or what’s going on in your classroom/workplace now. Does the information in the material remind you of anything? What comes to mind as you are reading or watching the selections? Write about these experiences or memories.

5. Ask questions. What confuses you? What don’t you understand? Is there anything with which you disagree? What do you want to be sure to have clarified?

6. Above all, react. Write about your reactions to this module’s Learn material, giving examples and reasons for your reaction. Do you think others will feel the same way?

See the Reflection Exercise Example provided with this assignment for a sample excerpt of reflective writing.

Resources to Use:

• Read: Ormrod & Jones: Chapter 4 (Ebook attached)

• https://journals.sagepub.com/doi/full/10.1177/00317217221100006?utm_source=sum mon&utm_medium=discovery-provider

• https://alberta.teachnutrition.ca/en/articles/food-and-culture-in-your-classroom/

• https://www.cde.ca.gov/ci/pl/culturalrelevantpedagogy.asp

• https://www.biblegateway.com/passage/?search=proverbs+4%3A13&version=ESV &interface=print

• https://www.youtube.com/watch?v=g6pUQ4EDHeQ

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

CONSIDERING LEARNING CONTEXTS

Considering Learning Contexts Assignment

Arnette Person Jr

School of Education, Liberty University

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning his article should be addressed to Arnette Person Jr.

Email: Aperson2@liberty.edu

1

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CONSIDERING LEARNING CONTEXTS 2

Chapter four was very stimulating and interesting, especially reading how “Stimuli and

Consequences Influence Learners’ Behaviors and Cognition” (Ormrod & Jones, 2022 p.132). I

experience this when I teach and a few students who have learning challenges find influences

from objects in the classroom or looking out the window observing a teacher taking their

students to the restroom or anyone conversating outside. I understand that behaviorism is a

conceptual viewpoint in which schooling and ways of behaving are narrated and described in

terms of stimulus-response interconnection. When I observe this behavior, I would ask the

students if he/she is ok and divert them back to the classroom lecture or content being covered.

In an article by Kirby et al. (2022), the demand to guide behavior investigation to scale is no

more evident or crucial than now. Working together between behavior examiners and healthcare

professionals, teachers’ mental health professionals, policymakers, caseworkers, and numerous

supplementary professionals is evaluative to reaching disinvested and commonly criticized

populations.

The “Stimuli” part is the behavior side of different students in my class that is easily

distracted because of any movement or activities that are visible to them (does not matter what

activities are going on in class). Certain motivations in our daily living, needless to say, guide us

to respond and retaliate in peculiar ways. When I guide a daydreaming student back on task, I get

an excuse or any response as to why they are not paying attention. Solving problems is very

salient for every person. Because most of an individual’s life they will run into some type of

difficult situation that will need to be settled. Also, problem-solving can strengthen analytical

skills and work out difficulties in other different circumstances (Zaenuri et al., 2021). With the

professional training that I received throughout the year, I have learned how to teach lessons that

require interaction among classmates. Another way to keep my student's stimuli moving is when

they all pass a test or quiz, I would give them picks from the stash of snacks I keep in my office.

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CONSIDERING LEARNING CONTEXTS 3

Social interaction as context and the way other individuals can influence a learner's

schooling can go positively or negatively. I try to stay positive continually and show my students

that being positive yields great results. When I teach them something, I require them to go to the

lab and perform hands-on activities to receive a grade on what they learned in class. That is

another reason to be attentive and understand the curriculum content. Of course, students are

young, and they sometimes have a lot of negative conversations. I try to intervene and guide

them to a more positive conversation. According to Ormrod and Jones, (2022, p. 148), social

constructivism is a theoretical point of view that centers on how students build their

understanding through their interconnection with other individuals or a group. Likewise,

sociocultural theory is a theoretical point of view that highlights the significance of culture and

society in encouraging learning and maturing. When I have a lecture in class about a hands-on

activity the students are to perform, I take them to the lab and perform the activity while they

watch so that they can understand and perform the same activity for a grade. Further down the

road, they will be tested on their hands-on activity to see how they retained the understanding of

how they performed.

Social learning alludes to any schooling that goes on connecting two or more persons.

Observational schooling refers to the possession of information through submissive exposure to

the information. In other words, interaction-based education requires reciprocated feedback

between student and teacher (De Felice et al., 2021). This is the key to teaching my class because

of the interaction I present for my students to watch and then perform. I’m always walking

around in case someone needs assistance. This takes away the boredom of sitting in class

listening to the teacher and not being active, which alludes to students daydreaming and being

distracted by activities, not in the classroom. My professional learning enables me to help my

students make a perception of the curriculum content through classroom interactions and

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CONSIDERING LEARNING CONTEXTS 4

discussions. The Bible tells us in Proverbs 22:6, “Train up a child in the way he should go: and

when he is old, he will not depart from it.”

The last portion of chapter four, I really paid attention to was how students can change

and influence the classroom atmosphere. I have issues, not that often where a student wants

attention and starts lightly picking on other students. I will address this as soon as I observe it. I

like positivity, not negativity in the classroom atmosphere. Ormrod and Jones (P. 174) say that a

student who fools around while engaging in classroom entertainment might be asked to remove

themselves from the activity and just sit on the side and watch. Distinctive, internal variables—

beliefs, cognition, sensitivity, character, understanding, and so on can also influence students’

surroundings. I find that sometimes when I am in front of the class teaching from PowerPoint,

there may be a student who wants to make a joke about something I said and the whole class

starts laughing. That will cause others to want to start engaging in a conversation and disrupt the

learning atmosphere. I quickly told everyone to calm down and pay attention. Once they settle

down, I would ask do anyone needs to go to the restroom (I walk my class to the restroom) to get

the attention back.

Some students are aware that they can influence their classmates to start a conversation

anytime, whether before class starts or while class is in session. So, what I do is pull that student

to the side and have a talk about the positive they could be doing with that influence, and they

will see the reward further down the road. Learners’ behaviors in the classroom affect how they

are recognized by other students in the classroom and the teacher. That’s why teachers should

pay attention to how students’ conduct changes the environment and affects other students’

viewpoints, as well as their own impressions (Ormrod & Jones, 2022, p.176). I like to use

positive-based support in my classroom to keep the students engaged as much as possible, then, I

give them a 10-minute break. Positive interaction and the use of classroom-based positive

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CONSIDERING LEARNING CONTEXTS 5

behavior contribute to my students getting higher scores and having a student-teacher respect

level relationship. According to Martin and Collie (2019), Teacher/student relationships are an

essential aspect of students’ interpersonal context in the classroom that meets head-on with their

academic maturing.  

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CONSIDERING LEARNING CONTEXTS 6

References

De Felice, S., Vigliocco, G., & Hamilton, Antonia F. de C. (2021). Social interaction is a catalyst

for adult human learning in online contexts. Current Biology, 31(21), 4853-

4859.e3. https://doi.org/10.1016/j.cub.2021.08.045

Kirby, M. S., Spencer, T. D., & Spiker, S. T. (2022). Humble behaviorism redux. Behavior and

Social Issues, 31(1), 133-158. https://doi.org/10.1007/s42822-022-00092-4

610. https://doi.org/10.1016/j.jsp.2013.05.005

Martin, A. J., & Collie, R. J. (2019). Teacher-student relationships and students' engagement in

high school: Does the number of negative and positive relationships with teachers

matter? Journal of Educational Psychology, 111(5), 861-

876. https://doi.org/10.1037/edu0000317

Nelson, T. (2013). King James Study Bible: Second Edition. Thomas Nelson.

Ormrod, J. E., & Jones, B. (2022). Essentials of Educational Psychology (6th ed.). Pearson

Education (US). https://mbsdirect.vitalsource.com/books/9780136817666Zamnah, L. N.,

Zaenuri, Wardono, & Sukestiyarno. (2021). Make questions as a stimulus for students to help

them carry out their Polya’s step in solving problems. Journal of Physics. Conference

Series, 1918(4), 42099. https://doi.org/10.1088/1742-6596/1918/4/042099

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