What modeled behaviors children will imitate depends partly on what sort of reinforcement those behaviors receive. People are more likely to imitate a behavior if they get some sort of positive reinforcement for it. For example, if a child overhears another child swearing, he might learn new words, but may not necessarily use them.
If, however, the child gets some sort of reward for swearing, such as acceptance or encouragement from an adult, an observing child might be more likely to copy this behavior. The same can be said if someone witnesses a negative reinforcement, such as scolding for swearing. A child may be less likely to imitate the behavior. Through the process of modeling, children can learn aggressive behaviors by observing them.
Sometimes this occurs through live models and direct experiences, but it often happens by watching television and other programming where aggressive behaviors occur. If these aggressive behaviors are reinforced, children might be likely to imitate them and execute aggressive acts themselves. On the opposite end of the spectrum, children can also acquire prosocial behaviors through observational learning.
Watching someone cooperate, share, take turns and demonstrate altruistic acts can teach children to show those behaviors too. Michigan State University Extension has some tips on how to ensure your child has opportunities to witness and experience modeling in a positive way. Do your best to surround your children with constructive models and situations where positive behaviors are reinforced. Using grounded theory methodology, data were analysed within the theoretical framework of andragogy, namely, adult learning.
Analysis of data indicated that students were able to learn how to become self-directed learners when lecturers 'tailored' teaching to the students' needs, taking into consideration their state of mind, ability to plan their work, developing adeptness at engaging in mathematical activities, and assistance received in evaluating their own learning outcomes. I quickly caught on to the fact that if I wanted my staff to be flexible and willing to help out in a variety of situations, then I was going to have to take the lead.
I could not arbitrarily issue orders to everyone. That just would not work. Simply put, I had to earn the respect of everyone on my staff since I was the youngest one on the team.
A mentor of mine told me that the best way I could lead in my school was to be involved in every aspect of the daily program. In other words, if a teacher was absent, then I should be willing to step in and teach the class. If a lunchroom attendant could not come, I needed to roll up my sleeves and go help in the lunchroom. And, speaking of rolling up my sleeves, if a toilet ever got stopped up, I might have to be the first one to put my hands in it to fix it.
That did not really appeal to me very much! I received another piece of advice along those same lines. I was told that if I would pick up whatever trash I might find in the hallways that it would not be long before others would follow my lead and see my attitude towards little things that needed to be done.
A leader leads by example. Once the Monkey is chosen, Bobby comes back into the room, but make sure everyone keeps the identity of the Monkey a secret! Bobby stands in the middle of the circle. Then the game starts, and the Monkey starts making repetitive or continuous little hand motions or small movements like patting their hands on their lap, rubbing their tummy, little dance moves, you know.
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