Erik Long Edu Pysch

In my class, I want to offer extra credit as a positive reinforcement for each assignment.  each assignment would be worth 6 points out of 5.  This extra credit will act kinda like a token system where students can earn up extra credit "tokens" and use them to boost their grade.  If students don't hand in there assignments on time they would have to pay a response cost out of their extra credit.  Late assignments would only be worth half credit as my removal punishment.  These two systems would allow students to have one or two late assignments without hurting their grade.  I hope this will encourage students to do their best and pace themselves.  I also plan on giving a quiz at the start of each class with different questions being used at variable intervals.  Whatever question students have trouble with will be repeated in positive practice quizzes that are not graded. 

My personal theory is that there is a three part: The Brain, the Mind, and the Self.  The Brain operates as the backbone of learning and grows continuously until it begins to expire with the body.  Although it can be quickened by the Mind, it grows independently of the Mind or the Self. It operates at a subconscious level.   Nope! Not enough time to explain.... will do a video... ..... ........... ......... .... ............... .... Nope takes too long to upload... Simply put I think learning follows a very similar path as the hero's journey.  There is only so far you can go within your comfort zone.  After that, you have to step into disequilibrium and accommodate for new thinking.  You will, however, have a guide (an MKO) who will guide you through your zone of development before finding a  new equilibrium.

I'd like my students to hand in their test in without having to tell them ever time.  The unconditioned stimulus would simply me tell the class to hand in their papers, with the unconditioned response of them getting up and handing it in.  Before I actually said, "hand in your test," I'd play a musical jingle. (The jingle would act as my neutral stimulus)  I'd would then continue to play the jingle at the end of each test before saying, "hand in your tests."   Eventually, the students would hand in their test just by hearing the jingle.  So in the end, the jingle would become a conditioned stimulus, which the students exhibit the conditioned response of handing in their tests.  I think I would still have to say, "hand in your tests" every once in a while.  Otherwise, I think the conditioned response would become extinct and the students wouldn't respond to the jingle anymore. If I had used candy, I believe I would have ha