The Significance of Giving Rationales in Teaching Lessons

One of the strategies in the readings was providing a rationale when teaching lessons or behaviors. Providing a rationale means that there is a connection between the student’s interests and real world application, This makes students more engaged in lessons, and less likely to engage in problem behaviors. If students are simply told, “Because I said so and your parents said so” they will not feel a connection to the lesson, and will not find value in learning the behaviors or content of the lessons.

Another strategy discussed was replacement behaviors, This can take place when a student in engaging in a problem behavior that provides a specific function, By knowing the function of the behavior, a teacher can find a more socially acceptable behavior that will serve the same purpose. This means that students can still get their desired outcomes, Another strategy discussed was choral responses, This is when the entire class responds all at once to questions posed by the teacher.

This helps student engagement. Students who talk out of turn in class have an opportunity to talk out loud in an appropriate manner, while students who may still be confused will be able to engage by listening to their peers‘ responses. One last strategy in the readings was using response slates, This is having students write answers to simple questions on Whiteboards, then having them show their answers publicly. This also engages students, which reduces problem behaviors, and allows the teacher to see who is struggling so they can provide those students with additional support.

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In my classroom, I can provide rationales before giving lessons. I can give students a brief overview of what will be learned, then have the students discuss why the information is important for them to learn, so that they can make their own connections with the material.

I can also add my own droughts to the discussion as wellt I can use replacement behaviors in a variety of ways, For example, if a student needs help on classwork, but they scream across the room to get my attention, I can tell them that raising their hand will get them the same result as screaming, and that I will be happier to provide them with help if they do so. I can use choral responses during lessons as a way to engage students in the lesson, and to help them make sense of the material being learned. It could also be used during reviews. Lastly, I can use response slates during reviews or during practice, similar to how I might use choral responses For example, during math reviews I could give students a problem to solve at the front whiteboard, then let them solve the problem on their own.

Whiteboards, and then I can check for correct answers and work. One thing that I found interesting from the readings was chaining. This is taking several small behaviors that a student already knows, then combining them to create a larger, more complex task, The example used in the book was long division. This may be used in classrooms to help students create larger tasks, such as getting ready to begin learning in the morning. I find this interesting because it ties in with using a task analysis, which I learned last year in another SPED class. I am sure I will be able to use this knowledge in a number of ways in my class to teach children more complex behaviors and social skills.