Tutor profile: Kelsea M.
Subject: Study Skills
I have no idea how to get started for this project!
Okay- let's start small. Name the 3-4 major tasks that need to be accomplished. We will write those down and look at the calendar to space them apart so that you have a reasonable amount of time to accomplish them. After we speak generally about the major tasks, we will look into each one and explore the steps to accomplish it. For example, one of your major tasks will be to gather materials. Exploring that step could include listing the materials and brainstorming where/how to get them.
I am confused about how to remember how classical conditioning works, any ways to help me remember?
This is one of my favorite ones to demonstrate in person but let's pretend! I say "ding!" You look at me, I look at you. Nothing else happens. Me saying "ding!" is a neutral stimulus. I spray your face from a water bottle. You squeeze your eyes and cover your face in response. Being sprayed is the unconditioned stimulus. Squeezing your eyes is the unconditional response, it is your immediate reaction to being squirted in the face. I say "ding!" and then spray you immediately in the face. I do this several more times. For some reason, you are not running away. After a few trials of this, you start squeezing your eyes immediately after I say "ding!" before I spray you. The word "ding!" is now a conditioned stimulus and evokes a conditioned response (squeezing your eyes) because it now associated with being sprayed in the face.
What do for a student that does not respond to classroom-wide management strategies?
Something to remember is that there is always a reason for behavior. Let's start at the basic needs and so I have follow-up questions that you could explore. Does this child; 1) eat breakfast? 2) Sleep well? 3) have skill deficits (e.g., academic, social, fine motor, etc.) or 4) have a dynamic family life? In the meantime, most young students that are having difficulty may need you to level with them, literally and figuratively. Something for students that are stuck in the loop of seeking negative attention (by acting out) don't understand the difference between good and bad attention. It is important to make a big deal out of the little successes and neutrally (not reacting with a loud voice, not fast with your body) and using gesturing to help redirect. This switches the cycle you may be in using differential reinforcement procedures to get away from the redirection model and switching to specific social positive reinforcement. Another piece is providing as much control as possible within reason. For example, if the student always refuses writing then give options: "Do you want to draw your picture and then tell me what to write for you or do you want to do that on your own?"
needs and Kelsea will reply soon.