Stephen Yelon

Learning Theory Approaches to Classroom Management Rationale and Intervention Techniques

is acute concern about the mental health of children. Traditionally, we have modeled intervention efforts after the clinical concept of treatment. Dissatisfaction with the limitations of psychotherapeutic intervention (Levitt, 1957) together with the professional manpower shortage in the mental health field has led, however, to suggestions, e.g., Redl (1962), tf-ht we need new modes of treatment, closer to real-life situations, if we are to tackle children’s problems more effectively. When psychodynamic models were the preferred method of treatment, teachers were accorded at best a second-strina status on the clinical Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques HARVEY F. CLARIZIO, Ed.D. STEPHEN L. YELON, Ph.D. Michigan Slate University team helping emotionally handicapped children. The increasing popularity of behavior therapy and other approaches based on learning theory now offers teachers opportunities for an integral role in the quest for better mental health for children. Indeed, it might well be the mental health specialist who will now assume the supportive role (Gallagher & Chalfant, 1966) in the “treatment” of ch\Idren. In the application of learning theory principles to the modification of deviant behavior, the emphasis is on the changing of behavior with little attention devoted to the etiology of the behavior. Why should teachers focus primarily on the behavior rather than on its causes? There are several reasons: 1. First, teachers by virtue of their orientation are not trained to probe the causes of behavior that even mental hygiene specialists often consider obscure and uncertain. Hence, is i t really helpful to ask the teacher to understand the causes underlying children’s disturbed behavior?

Twelve tips for increasing transfer of training from faculty development programs

Abstract Physicians serving as faculty in medical schools are taught medical skill and knowledge, but are usually not taught how to be competent teachers, researchers and leaders. Medical schools can provide the appropriate training for academic faculty by providing faculty development. However, to accomplish the purpose of producing competent teachers, researchers and leaders, faculty development programs must be designed to foster transfer of training, the use on the job of what is learned in instruction. Based on experience and empirical research, we provide tips as to how to design and conduct faculty development programs that will enable and motivate medical school faculty to use the skills and knowledge they learn as academic physicians.

Legal decision models: Training aids and job aids for professionals

Abstract Most legal practitioners have to respond immediately to job related situations. Police, in particular, are frequently confronted with dangerous situations that call for immediate response. One strategy for helping professionals improve their performance is the use of learning aids and job aids. Decision aids, such as legal decision models, guide the user in deciding the legal action to take depending on varying circumstances. A legal decision model is a simplified, organized, visual representation of the thinking required to apply the law to a particular class of situations. Models provide a systematic view of a group of laws relating to the same issue, they simplify the relationship of the laws, and they add to efficiency in learning and applying the law. Methods for creating decision models include: simplification, organization, visualization, conceptualization, and classification. Techniques for teaching decision models entail the nine lesson elements of instruction. If legal professionals learn to apply models that are easily recalled and used, then they are more likely to make quick and correct decisions.

Discussion: A naturalistic study of a teaching method

A naturalistic study was conducted to provide detailed answers to such questions as: how to prepare for a discussion, how to begin a discussion, how to react to student responses while maintaining the flow of ideas, how to keep on track to cover what is necessary, and how to end a discussion. The researchers base their findings on their observations and interpretations combined with the meanings ascribed to events by the participating instructor and students. The article includes a generalized description of a discussion approach called “controlled dialogue” as well as specific illustrations of each facet of the method. The authors raise questions about the utility of this type of research and its findings and draw implications regarding the possible applications of the research method and findings. Teaching improvement programs and research on teaching methods may benefit.

Creating Online Lessons: A Faculty Development Seminar Series

The World Wide Web is being used increasingly to deliver instruction in medical education. Consequently, there is a need to train faculty in developing and implementing online instruction. We developed and implemented a seminar series to teach faculty to create educationally sound, well-designed online instruction. Instruction was delivered to 15 participants via a six-session seminar on developing web-based lessons, supplemented with web-based instruction. First, the participants learned the basics of instructional design via a web-based module. They then completed content outlines for their online lessons prior to the first seminar. Lesson development, web site development and the use of a web-based instructional shell to imp lement the online lessons were each taught in two two-hour sessions. Eight participants developed online lessons and four actually implemented them. Feedback was mostly positive, with suggestions for improvement. All eight participants who completed the series said they would recommend it to their colleagues. Because a longitudinal workshop type of seminar series requires a large amount of participant time outside of class, a six-month seminar series may be too long. It is important at the beginning of the series to help participants select topics suitable for online instruction and to help them narrow their topics. We may change the attendance guidelines so faculty would attend only the session on instructional design and have their staff attend the technical sessions on web site design, HTML editing and online course delivery systems. This would better match the actual practice of faculty designing the instruction and staff developing it.