Editing Social learning theory (section)

=== School psychology ===
Many classroom and teaching strategies draw on principles of social learning to enhance students' knowledge acquisition and retention. For example, using the technique of guided participation, a teacher says a phrase and asks the class to repeat the phrase. Thus, students both imitate and reproduce the teacher's action, aiding retention. An extension of guided participation is reciprocal learning, in which both student and teacher share responsibility in leading discussions.<ref>Kumpulainen, K., Wray, D. (2002). Classroom Interaction and Social Learning: From Theory to Practice. New York, NY: RoutledgeFalmer.</ref> Additionally, teachers can shape the classroom behavior of students by modelling appropriate behavior and visibly rewarding students for good behavior. By emphasizing the teacher's role as model and encouraging the students to adopt the position of observer, the teacher can make knowledge and practices explicit to students, enhancing their learning outcomes.<ref>There are
 some limitations to the Social Learning Theory that make it more complicated than it is made out to be. Some of the limitations are that a changes in the environment does not automatically mean that a person changes too. The theory also seems to ignore biological and hormonal dispositions of people. You can read more about this by clicking on this link.
{{cite web |url=http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models5.html |title=The Social Cognitive Theory |access-date=2014-03-21 |url-status=dead |archive-url=https://web.archive.org/web/20140321022058/http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models5.html |archive-date=2014-03-21 }}</ref>