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Social Learning Theory
Transcript of Social Learning Theory
Social Learning Theory
Social Learning Theory states that behaviour is learned through observational learning of others (known as models).
Roles of the learner
Strengths / Advantages:
A teacher is required to be a good role model.
demonstrate consistently the positive attitudes, values and behaviour
which are expected of pupils.
demonstrate an understanding of and
take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English
love of learning
and children’s intellectual curiosity.
have clear rules and routines for behaviour in classrooms, and take
promoting good and courteous behaviour both in
classrooms and around the school
, in accordance with the school’s
So how do I do this...?
Good English Language
Situation Specific Register:
Agree WITH children what is acceptable/
unacceptable classroom behaviour
Tone and pitch
Support positive self-esteem
Non-verbal classroom management:
Cues e.g. fingers on noses
e.g. smiling, raising eyebrows
Teacher's position in classroom
Good teachers self-monitor their verbal and non-verbal communication. Body language doesn't lie - there are many things you may be doing automatically...
Children retain what they have seen/heard
as it is relevant to them.
They understand the differences
between classroom and playground
Children begin to view their
teacher as a positive role
model, copying their behaviour.
Observation of reinforcement
and punishment gives learners
motivation to behave.
When I grow up,
I want to wear a gown
and a funny hat...
People can learn new information and behaviours through observing others.
Mental states are important to learning as are environmental factors (Intrinsic and extrinsic reinforcement).
Learning does not necessarily lead to a change in behaviour.
Factors affecting whether learning results in changed behaviours:
If children are subjected to models (e.g. classroom teachers) who demonstrate
then children are likely to
personify such behaviour.
The theory allows for cognitive processes and explains inconsistencies in behaviour without blaming the child.
The theory recognises that through
, children will develop
and will strive to be
Physiological/Biological - Behaviour and experiences can be explained by biological factors such as hormones or the nervous system
No interaction between the child and model at any time
The 'learner(s)' has to be aware of the behaviour that the model is showing.
"Within any social group some members are likely to command greater attention than others."
Use this to your advantage! Alert the class when a 'character' is behaving well.
The model and child are strangers - unlike 'normal' modelling
Reinforce attention by vocally and visually supporting certain behaviours.
"People who mentally rehearse or actually perform modeled patterns of behaviour are less likely to forget them."
When a class/group is calm, have them close their eyes and mentally rehearse a situation.
It is not guaranteed that the performer will produce the expected action first time.
"An individual may be unable to coordinate various actions... because of physical limitations."
Give children time to learn new actions. Try and break down the individual steps and pinpoint where they are struggling. They often cannot see what you see.
If positive performance is not incentivised sufficiently, it may not continue.
"If one is interested merely in producing imitative behaviour, some of the subprocesses included in the social learning analysis of modeling can be disregarded."
Have the children encourage each other, possibly a class-ran reward system rather than a teacher allocating them.
Limitations & Weaknesses
Limited social situation between an adult model and a child.
Measuring the childs behaviour behaviour is done directly after observing models
Does not measure the long term effects of single exposure
Simplistic view of behaviour
No free will?
Does not explain why there are personality differences amongst siblings