PLE 6 (10-8)

(b)

From a behaviorist perspective, the behaviors of Cherie can be worked through using reinforcement, whether that is positive or negative, or punishment. Cherie clearly needs explicit instruction. While she may be aware of the general rules of the classroom, it might could be assumed that she has no rules at home, so she needs to be told exactly how to act and how not to act in the classroom. When she acts up after having been told the expectations, I would move to negative reinforcement, such as removing her from her friends to sit alone, taking away points from her participation grade, etc. At the same time, I would start positive reinforcement, such as praising her for doing what she's supposed to be doing, letting her sit back with her friends, etc.

I feel that Cherie either has very high or very low self-efficacy because of her actions. She is either acting up out of low self-efficacy to have students pay attention to her and possibly like her or she's acting up because she knows that her actions are what makes her a 'cool' kid. By removing her from her friends in class, she no longer has an audience, possibly helping her act out less in front of them. At the same time, self-regulation could be used for her to keep track of when she's doing well and when she's not. It gives her a sense of responsibility for herself and her actions. If she catches herself behaving well and the teacher notices, hopefully her self-efficacy will be high, but not to the point where she still feels the needs to seek attention from the students.