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Understanding Behavior for Classroom Practice Report

   

Added on  2020-04-15

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Running head: UNDERSTANDING BEHAVIOR FOR CLASSROOM PRACTICEUnderstanding behavior for classroom practiceName of the UniversityName of the studentAuthor note
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1UNDERSTANDING BEHAVIOR FOR CLASSROOM PRACTICEIntroductionBehavior, in general sense refers to the way one behaves in certain environment.However, an individual’s behavior depends on several factors including psychological andphysical. In particular, the variations in children’s behavior are a result of a number of factors.Children have the tendency to observe and follow the behavior of the people around themespecially elders (Smith, Cowie & Blades, 2015). The given essay focuses on the behavior of children particularly in learning environment.Further, it elaborates on the assumption that children with limited capability to interact with theirpeers, self-regulation and holding on to learning tasks are at danger for school difficulties.The essay also gives a description of behavior as defined by the socio-cultural theorists.In addition, the essay formulates the reasons for children’s behavior as mentioned in the quotewith proper reference to the selected theory.Defining behaviorAccording to the socio-cultural theory, human behavior is defined by the culturalenvironment and interactions with the society. Lev Semyonovich Vygotsky, the father of socio-culturalism believed that a child’s cognitive process and his perception of the world are shapedby the way he interacts with the world. He also stated that the means by which children learn andgrow differs in different cultures and is often explicit to each individual culture. Further, heclaimed that even as each culture may have unique cognitive processes, the manner in whichthey are passed on from one generation to the other is mostly similar.According to Vygotsky, children can be taught through three methods- imitative learning,collaborative learning and instructed learning (Glăveanu & Tanggaard, 2014). One of the central
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2UNDERSTANDING BEHAVIOR FOR CLASSROOM PRACTICEaspects of his findings is that older people like teachers and elder brothers or sisters have aninfluence on children’s learning of behavior and cognitive abilities. They can make use of any ofthe three learning methods to teach children. Children adapt certain behaviors through learning as already mentioned. Socio-culturaltheory has received wider acceptance in defining behavioral norms amongst children inparticular. Shaffer and Kipp, (2013) delved upon Vygotsky’s socio-cultural theory and arguedthat the theory encompasses not only the psychological influence but also the influence of socialinteractions of behavior of children. The theories of Vygotsky and other socio-culturalists could be incorporated into theclassroom learning system in order to evaluate children’s behavior. Classroom behavior differsfrom the behavior children demonstrate at home or in any other place. Introvert children may notopenly communicate with teachers or their peers, as would extrovert children. The teacher has tounderstand specific behaviors of each student and apply skills accordingly. Behavior as a socio-cultural constructTo delve deeper into the concept of behavior as a socio-cultural construct, one has tounderstand first, the concept of socio-cultural construct. Social construction according to itsproponents is a theoretical perception that discovers the means by which reality is conferred indaily life through communications made by people and during sets of conversation. Thus, socio-cultural construct may be defined as the perspective that maintains that reality is constructedthrough social and cultural interactions. In addition, it may also mean that behaviors are shapedby the varying socio-cultural constructs people live in.
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