Module 3: Cueing, Response Cost, and Withitness

Module 3

Concept 1: Cueing

Summary:

In chapter 7, Behavioral Views of Learning, there is a section that talks about cueing. “By definition, cueing is the act of providing an antecedent stimulus just before a specific behavior is supposed to take place” (Woolfolk, Pg. 272). It is mentioned in this section that cueing can be useful in setting the stage for behaviors that must occur at a given time but are easily forgotten. When working with younger students, most teachers find themselves correcting student’s behavior after they have already made a mistake. Woolfolk goes to explain that young students then tend to give up and get easily frustrated after this occurs. “Presenting a nonjudgmental cue can help prevent such negative confrontations” (Woolfolk, Pg. 272).

Reflection:

In the book, cueing is shown as a way to guide your students in the right direction academically, like reminding students what may be difficult on a test. The book gives this example: “Remember, people often confuse negative reinforcement and punishment. Some of the questions on this exam will test your understanding of the differences” (Woolfolk, Pg. 272). Students are guided when they are given their test to remind them to think about those differences. In my experience, I have seen cueing happen in a number of different ways, both to myself and when observing. When in younger grades, teachers tend to use nonverbal cues such as sit-down gestures with their hands or a finger on their lip to tell us to be quiet. These cues are simple yet we all universally understand them when they are given. Cues are often meant to be discrete. There is no reason that students should be called out in front of the class to remain silent when you can give them a simple cue to stay on task. Cues are meant to happen quickly as well. When cues happen quickly, students no longer have to go through making the mistake and getting the repercussions afterward. When the book gave the example of explaining a concept that was on the test, I remembered how often my teachers did the same for my class. They would hint at a concept that we should keep in mind when going through the answer choices. This would spark something for us to think closely about because it is usually a common misconception for the entire class.

Whenever I observe a classroom, I spot teachers walking around assisting students when they are completing assignments or taking tests. Teachers try to guide students in the right direction if they spot that students are making the same mistake. In every classroom I have been a part of or observed, the teacher will look at a group of students and then ask the students to stop their test for a moment to explain a misconception. I think giving these cues before the behavior occurs is essential to the student’s success and boosts their self-confidence/esteem. Cueing can also be described as something small that allows instruction to stay on task. Some students even have “secret cues” with their teachers that only they know. This way, students who often disrupt class can see the signal and get a drink of water or sit back in their seat to stay on task. In all of the classrooms I have been in, many of these students get excited to see the teacher do their signal. They feel like they have been paid attention to long enough for the teacher to notice they need that drink or quick break from work. Cues allow students to be reminded of how they should behave or what they should think closely about before choosing a specific answer. I will be using all of the above in my future classroom because I think simple cues can make all the difference in the way students act or how well they perform academically.

Concept 2: Response Cost

Summary:

In chapter 7, when discussing how to handle undesirable behavior, Woolfolk has a small section describing response cost on page 281. “The concept of response cost is familiar to anyone who has ever paid a fine. For certain infractions of the rules, people must lose some reinforcer, money, time or privileges” (J.E. Walker, Shea & Bauer, 2004). This can be related to a classroom when thinking about consequences for the student’s actions. For example, the first time a student breaks a classroom rule, they receive a warning. The second action can involve a loss of free time. Woolfolk gives an example that works for older students as well which was described as losing time on the computer or not being able to work in a group setting.

Reflection:

In our adult life, we tend to think of these response costs of receiving a ticket for speeding or losing a job because of our lack of work. We often hate the consequences we receive when we disobey the law or guidelines but we respect them because that is what we were raised on. We were brought up on right and wrong, understanding that if we do not obey these rules, we usually have to pay a fine or lose our privileges. For example, if we are driving too reckless, we could lose our license or go to court. We live our response costs daily and so do children in certain ways.

We use response cost in many different aspects of our lives but this is often used in classrooms worldwide. Many teachers have a set consequence list in their room labeling them one, two and three. Almost always, teachers give warnings to students when they break a rule or disrupt the class in some way. I have seen this happen countless times in classrooms and the student almost always changes their behavior immediately since they do not want to be provided with a consequence. Students almost always lose out on a privilege or have some time taken away from them when they behave a certain way. This shows students that they have to be held accountable for their actions. If we dismiss the behavior, it almost always occurs again. Until our students understand that there are consequences for their actions, they will make sure to keep doing this behavior because they think it is acceptable. Teachers who only give warnings time after time will never be in control of their classroom. Response costs ensure that the student understands that in order to receive their privileges in the classroom, they need to stay on task and focus without disruption. I believe giving students consequences regarding their behavior is essential when trying to teach them right from wrong. In my future classroom, I will make sure to give students response costs such as taking time away from their free time or restricted them to pen and paper instead of their tablet. This ensures that the students learn from their undesirable behavior and make improvements. When teachers stay consistent, students will know that these types of behaviors will come at a cost. 

Concept 3: Withitness

Summary:

In chapter 13, Managing Learning Environments, Woolfolk puts an emphasis on preventing behaviors from happening. One section in this chapter was labeled “Prevention is the best medicine”. This section entitled a small paragraph on the word “Withitness”. “Withitness means communicating to students that you are aware of everything that happens in the classroom” (Woolfolk, Pg. 523). This can be expressed as teachers having eyes in the back of your head every second of the day. These teachers constantly scan the room, paying attention to the actions of the students and keep them on task. This lets the students know that they have no room to get away with any behaviors while the teacher is busy with other students.

Reflection:

Prior to reading this chapter, I had no idea that the word withitness was even used to express this kind of action. It seems as though it is not a word but has an excellent explanation as to why it is called “withitness”. With-it teachers understand that younger students tend to blame each other for actions which could be described as tattling. “These teachers prevent minor disruptions from becoming major” (Woolfolk, Pg. 523). This action seems almost impossible when thinking about a class over 15 students. Although it is difficult to see everything that goes on in a classroom, I have met at least 5 “with-it” teachers. When observing, I never seem to notice as much as the teacher does. I have had many different instances where a teacher will look at a student or redirect them when they are misbehaving and I hadn’t even noticed! These teachers prevent timing errors: waiting too long before intervening. Most of the teachers I have witnessed often know the answer to a situation even before asking the students to explain themselves. They know exactly who said what and who is at fault but tend to ask them to explain first. With-it teachers do not want to give students a chance to goof around in their classroom. Most of these students know immediately that they have been caught because the teacher will be looking right at them. In this case, with-it teachers have a view of every action that occurs. Students often understand that they will no longer get away with chatting to their peers or getting up from their seat without being given a verbal reminder to stay on task or given a consequence.

I have noticed that in younger age groups, their downfall is tattling on each other. When in my kindergarten placement, there had to have been at least 15 students coming up to my cooperating teacher a day to explain something that another student had done. Although my cooperating teacher was an excellent teacher, she did not have eyes in the back of her head. Most of the student knew they could get away with acting a certain way because she was not paying attention or dealing with another student. With-it teachers often know who instigated the problem, and they make sure to deal with the right students. This seems to be impossible these days due to the overcrowded classroom sizes, but teachers are superheroes and find a way to consume the characteristic of withitness. I believe these with-it teachers can also work well with surrounding paraprofessionals to make sure to limit minor distractions so that they do not escalade into a bigger issue. I hope to have this characteristic in the future since I want to teach at the elementary level. I never realized how much students try to get away with until I was put into that kindergarten placement. I will make sure to always scan the room while making eye contact with individual students so that they know they are being monitored. This is an excellent way to keep them on task and focused.