Page 248 - Making Instruction Work

chap 19 3/11/97 5:15 PM Page 234

234 making instruction work

prestige in the eyes of your students, it is doubly impor-
tant for you to practice what you preach.

3. Observers will be more likely to imitate modeled perfor-
mance when they see the model being rewarded for that
performance.

Application example: When one student performs to
expectations, make sure you respond positively to that
performance (e.g., with a smile, favorable comment,
token). Other students will be more likely to imitate the
desired performance.

4. Observers who see a model being punished will be less
likely to imitate the performance that was punished.

Application example: If a student is punished (de-
meaned, insulted, ridiculed) for attempting a difficult
task and making a mistake, other students will be less
likely to attempt the difficult task themselves.
Unhappily, you may not be able to tell when you are acci-
dentally putting students down. (I recall an excellent instruc-
tor who took all students’ questions seriously. But while he
thought about an answer, he would scowl and tug at an eye-
brow, which intimidated the other students and made them
reluctant to ask their own questions.) Fortunately, there is a
simple solution. As previously suggested, put a video camera
in the back of your classroom and let it record as you teach. At
your convenience you can review the tape while pretending to
be a student. You will easily be able to spot the opportunities
for improvement.