Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again.
Children do not act out because they are “bad.” They act out in the hopes of receiving some kind of response or reward. In the past, children who acted out were classified as “bad kids” therefore were isolated or punished and often wound up slipping through the cracks of the educational system. Recently, some teachers have been attempting to help the behaviorally challenged child. Instead of isolating, punishing, labeling or ignoring a child, with work we can help them to become a part of the class. Teachers also have the power to help the child who would have once been considered a “lost cause” to learn. Many researchers have worked on learning about the causes of behavioral problems and possibly more importantly, have suggested some solutions to the problem. Behavioral theorists include B.F. Skinner, E. Thorndike, and William Glasser to name a few. Although their research and theories go by different names they all have one thing in common. All of the above theorists are, in effect, saying that we are not going to change the child’s behavior by changing the child. We must change our reaction to the behavior in order to change it.
The idea that bad behavior should not be rewarded is a basic concept. When one rewards any kind of behavior, bad or good, that behavior will continue. Children are especially quick to catch on to what kind of behavior will get them the result that they desire. B.F. Skinner, a behavioral theorist, says that “when a particular Stimulus–Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond.” Skinner’s theory is known as Operant Conditioning (Skinner, 1950-71). Although it seems basic or common sense it is easy to forget that each behavior displayed addresses a need. That need may be attention...
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...t every student will understand or grasp every lesson. The important thing to remember is that the student who tries needs to be rewarded too.
When using the reward system, teachers need to make the result that we desire the same result that the child desires. This is very tricky. William Glasser’s “having fun” need comes into play here. The lessons have to be fun for the student that participates. On the other hand the student who is disruptive or refuses to participate should be uncomfortable due to his or her “attitude.” The norm should be participation and appropriate behavior. If teachers continue to try different strategies in the classroom and pay attention to the theorist’s research and suggestions, they will find that there are less children falling through the cracks of the educational system.
References
Boeree, George C. (1998). Abraham Maslow. Personality Theories http://www.ship.edu/~cgboeree/maslow.html.
Boatman, Andrew Mclain. (1998). Educational Theory Handbook. http://www.theshop.net/aboatman/edtheory.htm.
Skinner B.F. Operant Conditioning. 1950-1971. http://tip.psychology.org/skinner.
Thorndike, E. Connectionism. (1913-1928). http://tip.psychology.org/thorn.html.
By avoiding conflict and avoiding punishment the child becomes accustomed to not receiving consequences. If this child were to step into a classroom and misbehave, teachers wouldn’t just overlook the issue, they would respond with punishment. A large part of life is actions and their consequences.
Williams it’s very busy with learning stuff everywhere. The classroom has different section called ‘centers’ like the library. In the middle is where the desk are placed they are grouped into 5-6 student at each table. I immediately noticed some negative behavior management on the part of the teacher by yelling at the students that wasn’t listening to her instructions. Another behavior management tool that doesn’t seems to work completely well was the point system that give or take a point from any student based on their behavior or action throughout the day. Most students seem to not be so thrilled or fazed by losing a point or when they gained one. But the teacher used this system quite frequent to make her point and take action. An action taking by the teacher that I felt was problematic is when she questioned a student that was better behaved, if another student was misbehaving. This action could lead to negative behavior for child-child interaction and
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
Discipline is important in maintaining a positive classroom environment and influencing a child’s development. During my field experience at S.H. Elementary, I have observed Mrs. Branson using various techniques to reinforce positive behavior in her 3rd grade classroom. Mrs. Branson’s teachers 3rd grade in a charter school located in the south suburbs of Minneapolis. Her class consist of 23 diverse student learners from various racial, ethical, cultural, and economic backgrounds. Each student acquires individual wants and needs, and exhibits a range of behaviors. Mrs. Branson practices operant conditioning techniques to acquire the good behavior she wants and needs from her students.
‘A good smack never did a child any harm, that’s how they learn what is right and what is wrong’ has been proven wrong by Behavioral Psychologists, by conducting conditioning experiments. B.F Skinner who studied and performed an experiment on operant conditioning proved that to punish a child, does not always provide the direction that reward does, and in fact it teaches the child that a particular behaviour is unacceptable, and doesn’t show which other behaviours are acceptable.
There are many key components to shaping a young child 's life and could be better implemented through professionalism. I like to reflect back to the “Children See Children Do” video, which clearly proves children imitate/learn verbal and nonverbal cues from adults. As a teacher, it is necessary to be the best version of yourself everyday, in order to pass those actions along. This not only affects a child 's ethics but it also generates better behavior which affects the parents lives in a more positive way outside of the classroom. This module has taught me many different techniques when working with a misbehaved child. For instance, I plan to use self awareness in my classroom to keep a positive tone and eliminate poor body language. I will also use breathing methods for children as well as myself to establish a well-rounded classroom. Professionalism is such an important role in shaping our young child 's lives and it deserves to be stressed more which will in turn create a better learning
What do you think of when you hear the word “Behavioral Education”? Unfortunately, the children in these classes are usually stereotyped as the “future criminals of America”. Fortunately, due to the dedication of behavioral self-contained teachers, these children are striving to become functioning members of society everyday. With just a little patience, consistency, and a strict class setting- these kids are transforming and are constantly beating the odds. With the right understanding types of behavioral education settings, reasons behind behaviors, classroom management, and behavior management it becomes easy to understand how these “problem children” are so easily converted of their ways after only a year or two within these programs.
I can guarantee that punishment is not the answer. Punishment is a suggestion made by reformers (Postman, 311), but it is the absolute worst decision that can be made in our schools. When students get out of school suspension (OSS), they treat it as a vacation day and most of them use it to play video games, and they still get to make up the work they missed. A countless amount of kids in my high school did exactly that. On another side of that, punishment is giving a student attention. Not a great kind of attention, but attention nonetheless. If a student really wants attention, it won’t matter to them what kind. If something is awry in the classroom, it should be ignored. Usually in situations where students are causing a disturbance, it is because they crave the attention. Punishing them is falling right into their
Student discipline is affected by classroom management. The way in which a teacher manages his/her classroom delineates the type of instruction that will take place in the classroom. A classroom in which the teacher takes total responsibility for guiding students’ actions comprises a different learning environment than one in which students are encouraged to take responsibility for their own actions (Evertson, 2003). Many schools are reluctant to hold students accountable for their own actions. The education establishment warns teachers that they will be placing themselves in a questionable role if they emphasize rules, punish bad behavior, and reward good conduct (Bennett, et. al., 1999). Teachers need to create a learning environment in which students are encouraged to do their best and therefore, motivated to work to their highest potential. Teachers need to also set expectations and maintain the learning environment they have developed. Even in effectively managed classrooms, however, problems may occur.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
My fundamental beliefs are that adults and children should have respect for one another treating people as individuals. I believe that we should model a sense of understanding, encouragement, trust, teamwork, and perseverance in all who we come in contact with. I believe that everyone has should have the opportunity to learn in a environment that is positive and encouraging. Recognizing my fundamental beliefs I know that in the Skinner-Rogers’ dichotomy that I fall on the Rogerian side of the scale. My beliefs are consistent with that of Rogers. I am also in favor of referent power and I would like to work with the students as an interactionalist. With all of these frameworks in mind I looked at a program that most fit my beliefs and frameworks. I believe that I can initiate the program of Glasser and use it effectively in my teaching situation. Many schools and programs regularly go through a process whereby they attempt to develop a new philosophical base and a different practical approach to working with students. Jones (1987) estimated that 80% of disruptive behavior is talking to each other, 15% out of seat, the remaining 5% is spent on note passing, playing with pencils or objects. The cost of student failure is absorbed. If we are losing 30 to 50% of our time keeping on task as a result of small disruptions, I would say to you that no other problem costs you 30 to 50% of your entire school budget. In keeping this in mind, I would propose that our middle school take a look at a program developed by Dr. William Glasser, M.D. His model is consistent with my own beliefs and would fulfill the vision that our school has developed. Integrated in Dr. Glasser’s model are Choice Theory (previously termed Control Theory), Reality Therapy, and the Quality School. Choice Therapy is an explanation of behavior, Reality Therapy is a process allowing Choice Therapy principles to be operationalized, and the Quality Schools represent the application of Choice Theory and Reality Therapy ideas in Education. William Glasser’s model involves the initiation of what he calls quality schools. Glasser (1992) contends that we must offer students an education that they can see will satisfy both their immediate and future needs. Students can only learn if they view their schools as a place that is at least potentially need satisfying. If students do not perceive what we are offer...
Analysis of the Chapter: Educators and school administrators have many different definitions to describe what a discipline problem, in the classroom, may look like. They vary greatly, however one thing they do have in common is that they are not specific and therefore could lead to misunderstanding. Because of this, teachers may not have a good grasp on what exactly a discipline problem may look like, and as a result they will not be able to determine whether a behavior is a discipline problem or not. This, unfortunately, will lead to a decrease in student success due to the fact that disruptive behaviors will not be dealt with properly or that teachers are disciplining students when it is not a disciplinary problem. Needless to say this will
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
I do not believe, however, in using rewards like stickers or stars, A’s or praise. To quote Alphie Kohn, "When rewards stop, people usually return to the way they acted before." I want my students to be intrinsically motivated and giving out rewards inhibits intrinsic motivation. I want my students to know it is okay to make mistakes and take risks in the classroom. I want to encourage my students by telling them specific feedback on an assignment rather than a star and a "good job." I don’t want them to become dependent on my praise. I want them to be successful learners.