If Mr. Itsu could do only one of the following to promote prosocial behavior in his class, which would be most effective?

If Mr. Itsu could do only one of the following to promote prosocial behavior in his class, which would be most effective?

• A. Praise competitive success
• B. Model helping behaviors himself
• C. Increase solitary tasks
• D. Limit social interactions

Answer: (B)

Promoting prosocial behavior relies on social learning: children imitate adults and peers who display helpful actions and receive positive outcomes. When Mr. Itsu models helping behaviors himself, students see concrete examples of what helping looks like and understand that such actions are valued and expected in the classroom. Observing the teacher regularly lend a hand, collaborate, or assist classmates provides a clear, attainable template for students to imitate and reinforces a norm of cooperation. Over time, this modeling increases how often students help one another as they internalize these behaviors through imitation and the positive social consequences they observe. Praising competitive success tends to emphasize individual achievement and winning, which can undermine cooperative, helping norms. Increasing solitary tasks and limiting social interactions reduce opportunities to practice and observe prosocial actions, making it harder for students to learn and reinforce helping behaviors.

Promoting prosocial behavior relies on social learning: children imitate adults and peers who display helpful actions and receive positive outcomes. When Mr. Itsu models helping behaviors himself, students see concrete examples of what helping looks like and understand that such actions are valued and expected in the classroom. Observing the teacher regularly lend a hand, collaborate, or assist classmates provides a clear, attainable template for students to imitate and reinforces a norm of cooperation. Over time, this modeling increases how often students help one another as they internalize these behaviors through imitation and the positive social consequences they observe.

Praising competitive success tends to emphasize individual achievement and winning, which can undermine cooperative, helping norms. Increasing solitary tasks and limiting social interactions reduce opportunities to practice and observe prosocial actions, making it harder for students to learn and reinforce helping behaviors.