ngproxemics - decreased physical distance; haptics - socially appropriate touch; vocalics -vocal variation and vocal expressiveness; kinesics - facial animation, open postures,gestural activity and body relaxation; eye contact; chronemics - spending more time withstudents, arriving early, staying late; and physical appearance - informal but sociallyappropriate attire which is not overly conservative. Substantial evidence supports alinear relationship between teachers' nonverbal immediacy and students' attitudes towardthe proposed behaviors and their intentions to engage in the proposed behaviors. Social learning theorists emphasize the role of observation in learning. Observational learning occurs through vicarious conditioning and modeling. In an articleobtained online entitled "Been There, Done That, Didn't Work: Alternative Solutions ForBehavior Problems" the author lists as one of the most important guiding principles foreducators the "understand[ing] that behaviors are communication." Teachers can useobservational learning to teach new behaviors through the use of providing peer models. Teachers can also use this type of learning to encourage already-learned behaviors,strengthen or weaken inhibitions and focus attention. Teachers can use this knowledgeof observational learning to their benefit, e.g., by performing preliminary "grabber"experiments in front of the class in the anticipatory set of a new science lesson, theteacher focuses the learners' attention. Cognitive theorists have influenced behavioral views particularly with regards tothe importance of self regulation in learning. Students can apply behavior analysis ontheir own to manage their own behavior. Teachers can encourage the development ofself-management skills by allowing the learners the participate in setting goals,monitoring progress, evaluating accomplishments, and selecting their ownreinforcements. Educational Leadership ran an issue on the renewal...
