Answer to Question #201403 in Psychology for Muhammad Umer

Question

From the perspective of an educator: How would you use your knowledge of operant conditioning in the classroom to set up a program to increase the likelihood that children will complete their homework more frequently?

Answer 1

 

An Educators Perspective

As an educator am keen on ensuring the children will finish their assignments on time and that the work is properly done. To do this effectively I ensure that the parents have checked and ascertained that the children have competently done their work. It is of the utmost importance for the parents to also chip in and engage in the child's learning life because they spend most of the times with their parents. As an educator, I must ensure that the work is properly done and correctly placed. When parents check their child's work, they are able to correct and guide the child in understanding and comprehending what the child is writing in their homework (Stainback, 18).

However, I usually discourage parents from fully assisting the children because they need to learn and develop on their own without adult interference. For the younger kids, they need to develop a self-reliance attitude that will help them develop psychological abilities to tackle and develop solutions on their own. For older children, they can be assisted a bit when it comes to complex and interlinked disciplines like mathematics because they need to be shown and taught how to solve these problems (Stainback, 18). In a classroom, I would divide the students into groups and other times as individuals and I give them different work so that they can avoid copying from one another. When students have different assignments and home works they are unable to copy from one another because everyone has a different question. 

           My perspective as an educator to increase knowledge and student productivity in their homework and assignment is to give strict and well-defined timelines for submitting the assignments. When the students know that their teacher is strict when it comes to assignments they will submit their homework more frequently and right on time because they know they can easily fail for late submission (Marrocco, 89). As an educator, I realised that students are afraid to fail especially if the reason is avoidable. Some of the avoidable reasons include late submission of assignments and poor quality of work. I would also utilize a programme that I like to refer to as "turn it in immediately" which helps and gives students a second chance of correcting and changing where they went wrong (Stainback, 18).

           Educators have an initial responsibility of guiding and counselling students into making the right academic decisions. This programme helps the student who did their homework quickly to submit it then I check and later give feedback on the various parts and places in the homework to be corrected (Marrocco, 89). This program can ensure that all the students have a second chance of re-doing and correcting their homework after I have checked and offered a secondary solution. The student needs to understand and acknowledge where he or she went wrong because they will be able to understand what they were not supposed to do and what they will do the second time as they do the corrections (Stainback, 18).

 

 

 

 

Works cited

Stainback, Susan Bray Ed, and William C. Stainback. Inclusion: A guide for educators. Paul H Brookes Publishing, 2018. 18-26

Marrocco, MJ Mimi. "Understanding and promoting transformative learning: A guide for educators of adults." Canadian Journal of University Continuing Education 35.2 (2019). 85-91