Why should you "Do It Again?"
Through the method of “doing it again,” the teacher pushes his or her students to complete their assignment to the best of their ability through constant practice. This approach works well because it shortens the time between the action and the response. The teacher’s reaction occurs directly after the original action or mistake takes place; therefore, the action and reaction become strongly associated into the students’ memories. With the shorter time lag, the response is more likely to change or shape the behavior. Shortening the time between action and response makes the consequence logical as well. So, the students should be asked to repeat the task as soon as the teacher realizes it was not completed to standards. The teacher should not wait for the students to complete the task to stop them and ask them to do it again. Through shortened reaction time and because the consequence is the correction of the misbehavior, students relate the action to the response and understand what they did wrong and how to do it better. The repetition helps by establishing the task into the students’ perception, long-term memory, and muscle memory.
Also, “Do It Again” motivates students to constantly strive for better, or their best. Even if a student completes the task correctly, the overall idea is that good or acceptable should always be replaced with excellence. Instead of ending with punishments or failures, the consequence ends when the student or students reach the goal of their personal best. The strategy works well in groups because it holds the group accountable for the behavior of all students. Individuals have a greater motivation to perform the task when they are accountable to their classmates. Since the behavior is perfected in class, it prevents the unnecessary involvement of administration or parents. Finally, teachers like the strategy because it can be reused and applied to a variety of classroom actions.
Whenever possible, the strategy should remain positive by encouraging students to beat their personal bests. This strategy works especially well when the teacher adds a time factor to the task because students enjoy being challenged and seeing themselves improve. Another name for this strategy is “Do It Better” because the tactic focuses more on improving than repeating behavior.
Also, “Do It Again” motivates students to constantly strive for better, or their best. Even if a student completes the task correctly, the overall idea is that good or acceptable should always be replaced with excellence. Instead of ending with punishments or failures, the consequence ends when the student or students reach the goal of their personal best. The strategy works well in groups because it holds the group accountable for the behavior of all students. Individuals have a greater motivation to perform the task when they are accountable to their classmates. Since the behavior is perfected in class, it prevents the unnecessary involvement of administration or parents. Finally, teachers like the strategy because it can be reused and applied to a variety of classroom actions.
Whenever possible, the strategy should remain positive by encouraging students to beat their personal bests. This strategy works especially well when the teacher adds a time factor to the task because students enjoy being challenged and seeing themselves improve. Another name for this strategy is “Do It Better” because the tactic focuses more on improving than repeating behavior.
What Does the REsearch say?
Essentially, learning consists of connecting, or associating, stimuli and responses. Behavior results from the sequence: stimuli, response, and consequence. According to this sequence, stimuli, also know as elements of the environment, occur and trigger a response, or a behavior that an individual displays. Afterwards, the teacher shows his or her approval or disapproval through consequences. “Do It Again” increases the opportunity for learning by shortening the time between the stimuli and the response. When two actions occur at nearly the same time, behaviorists say there is contiguity between the two events. Contiguity allows students to form associations between the stimuli and response; and therefore learn the desired task.
Also, education psychologists agree with “Do It Again” because it exemplifies two research proven methods, logical consequences and positive-practice overcorrection. Logical consequences coherently or logically follow a students’ bad behavior. The consequence must directly relate to the students misbehavior, such as taking away a student’s cell phone if he or she is texting during class. Logical consequences are another way to increase learning by adding contiguity between the stimuli and response. Finally, positive-practice overcorrection might as well be known as the psychologists’ term for “Do It Again.” The process of positive-practice overcorrection requires students to repeat a desired action in a precise, and possibly dramatic fashion. Positive-practice overcorrection gives students the opportunity to acquire the desired behavior through immediate practice of the exact task.
Also, education psychologists agree with “Do It Again” because it exemplifies two research proven methods, logical consequences and positive-practice overcorrection. Logical consequences coherently or logically follow a students’ bad behavior. The consequence must directly relate to the students misbehavior, such as taking away a student’s cell phone if he or she is texting during class. Logical consequences are another way to increase learning by adding contiguity between the stimuli and response. Finally, positive-practice overcorrection might as well be known as the psychologists’ term for “Do It Again.” The process of positive-practice overcorrection requires students to repeat a desired action in a precise, and possibly dramatic fashion. Positive-practice overcorrection gives students the opportunity to acquire the desired behavior through immediate practice of the exact task.
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All images originate from clipart on Microsoft Office, unless otherwise noted.