Discipline models can be implemented to alter or change student’s behaviour. Sophie is a graduate teacher starting at a new school in a year 6 class. The school has a policy requirement requiring students to complete a minimum of 10 minutes of homework each weeknight. She has chosen to implement a Behavioural Modification (BM) model to address the issue. This model is based on altering behaviour through the use of reinforcements and punishments. The BM model encompasses various steps, and is an appropriate approach for Sophie to implement, as she is new to teaching and the class. Other discipline models such as the Assertive Disciple (AD) model, and the Democratic Disciple (DD) model could be implemented in conjunction with the BM model if …show more content…
Reinforcements can strengthen behaviour and can be positive, desired by students, or negative, which involve something undesired being taken away (Eggen & Kauchak, 2010). Sophie can begin the reinforcement extrinsically by introducing an immediate reward to students who complete their homework nightly, such as extended computer time (Brady & Scully, 2005). She can also reinforce their intrinsic motivations by providing stimulating and engaging homework tasks. Skinner’s (as cited in Brady & Scully, 2005) theory of operant conditioning promotes use of reinforcement, and states importance of the knowing student’s needs, likes, dislikes, and interests in deciding reinforcements. However, Bennett (2010) states BM models based entirely around rewards are doomed to fail as students may not respond, however nearly all respond to punishment. Punishments can shape student’s behaviour as they begin to understand consequences. Sophie needs to enforce punishments that are fair, proportional, consistent, meaningful, and immediate (Bennett, 2010). Storey and Post (2012) state that the longer the delay between the two punishments, the more ineffective the punishment. An example of a punishment could be sending students to time-out or removing class priviledges. If Sophie’s students do not connect to the reinforcements and punishments, they will cease to be …show more content…
The Democratic Discipline (DD) model could be incorporated as it insists students can self-regulate their behaviour, take responsibility for completing homework tasks, and develop an understanding of consequence (Edwards & Watts, 2008). This can include students in decisions on rewards and punishments by brainstorming ideas and drawing up contracts for everyone to sign outlining responsibilities, rights, and what rewards/punishments will be received (Konza, 2001). Sophie can then make sure students understand the purpose and match homework to their interests and skills. This can result in positive engagement with the activity and enhance progression (California Department of Education, 2000). The DD model could be crucial in conjunction with Sophie’s upper-primary students as it can aid in their independence for entering secondary
The theory focuses on establishing a class atmosphere by attending directly to students needs, caringly controlling behaviour by adapting effective class rules and consequences so that, learning can take place as intended (Charles, 2005). Additionally, teachers educate students on proper behaviour by specifying rule such as “We raise our hands to speak” that are specific and visible. Teachers use specific reinforcers such as recognition when rules are followed and punishers for breaking them (Eggen & Kauchak, 2001). Therefore, the main principles of AD specify that children behavoural limits and consequences need clarification (Lyons et al., 2014) and have the right that these requirements are taught by an assertive and caring teacher who determinedly works to encourages the best welfare for the students Likewise, teachers have the right to teach students, disruption-free, which is based on a clear classroom discipline plan that is supported by the school and parents (Charles, 2005).Hence, AD is a positively controlled style of discipline endorsed by the
In second grade I was apart of a wild classroom. Their was a lot of chaos from all the young children. My teacher struggled to get everyone on task and to complete our work. After some time my teacher decided to make up a reward system (positive reinforcement). The children in the classroom were able to earn tickets for doing their homework, being respectful, and many other things. We were able to save these tickets and cash them in on fridays for treats, toys, or even sometimes extra recess. The teacher had a separate system for when we misbehaved. There were 3 colors you could earn everyday. If you weren’t on task, out of your seat, or just being disruptive she would change your color from green to yellow. If it happened again you got a red card and lost your tickets you earned for that day. This is a perfect example of positive punishment. It gave each child an opportunity to earn tickets for good behavior, and a warning system with the cards that possibly would lead to losing your earned tickets. Our teacher was using operant conditioning to produce a change in our
After completing the “Cooperative Discipline” course through the Regional Training Center, I am planning on revising my behavioral management techniques to follow the cooperative discipline model in my eighth grade English classroom. The cooperative discipline, or the hands-joined style, is a more appropriate approach to managing behaviors in my classroom than the hands-off or hands-on styles. With the hands-off style, there is too much freedom and not enough structure in the classroom, and with the hands-on style, defiant students are likely to rebel against the teacher’s strict rules. However, with the hands-joined style, “students are included in the decision-making process and therefore are strongly influenced to develop responsibility and choose cooperative behavior” (Albert, 2012). When students are provided with clear expectations but are still part of the decision-making process, they are more likely to behave appropriately in the classroom.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
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.
Students move year levels and sometimes classes at the beginning of each school year, the expectations are unlikely to change, reducing difficulties in the establishment phase. Consistently holding high expectations for the school’s behaviour management approach ensures students are aware of the standard, and appropriate consequences. If some teachers are not holding high or consistent consequences, students may not adhere to the expectations. When the expectations are consistent throughout the school, data can be recorded, gathered and collated, where each class’ behaviour can be compared and rewarded. I will praise my students’ skills, strengths and efforts, to create a classroom culture of pro-social behaviour (Salend, 2007).
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...
First of all, I was highly interested in the concept and various factors that together make up positive reinforcement. I had a premise that I could do some experimental work on the three children for whom I baby-sit during the week after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that some positive reinforcement might get them on their way to handling their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult thing for me to do is get the children to sit down and do their homework. I then spoke specifically to each child and asked them what they would rather choose as an after school activity. They named video games, television, and going to play with other neighborhood children. I had expected these types of answers from the children and made them into the positive reinforcers that would be contingent on the children’s performance of the instrumental response; namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice.
Subocz has been using operant conditioning coupled with positive reinforcement with some success to help Melissa make sure she completes her homework. Ms. Subocz uses operant conditioning be creating a situation where Melissa completes her homework due to favorable consequences (Feldman, 2015, p. 176). Melissa receives a sticker for every homework assignment she completes and turns in as positive reinforcement (Feldman, 2015, p. 178). Now that Ms. Subocz is noticing some success with this reward program she should introduce aforementioned goal-setting theory to bridge Melissa into cognitive learning. Cognitive learning has the opportunity to train Melissa’s brain to want to understand the “thought processes that underlie learning” (Feldman, 2015, p. 189), thereby sparking her mental processes to see the joy in learning rather than doing it to receive a
This proves that other disciplinary methods, such as helping students understand how their behaviour affects themselves and others, and talking to the students, have a positive impact on the behaviour of
B. F. Skinner concluded that people could mentally have control over all of their responses. He believed that a reinforcement and/or consequence given after a behavior would influence future behavior (Roblyer,2003, p.57). In other words, reinforcements and/or punishments can shape human behavior. For example, if a child eats all of his vegetables at dinner and his parent’s reward him with positive words and a cookie, then the child will probably eat his vegetables at the next dinner.
There are three important concepts that are in this theory. They are antecedent, observable behavior, and consequences. When we are observing a child the first thing we want to do is understand what “triggers” their behavior. This concept is called antecedent, which is anything that comes before the behavior (Rizza 2014). There are two types of antecedents, direct and indirect. Direct is what happens immediately beforehand and indirect is not immediately before. The last concept is consequences, which is anything that happens after and is caused by the behavior performed (Rizza 2014). Once again, there are two different kinds of consequences, reinforcement and punishment. Reinforcement is what increases or strengthens a behavior so it will happen in the future. For example, one day Ms. W was so excited that a little boy named M was able to zipper his own jacket. She proceeded to give him a sticker and a high five. All of the other students saw how excited that Ms. W got and then they all wanted to zip their own jackets. The other concept is punishment; punishment is a way to decrease a child’s bad behavior. A punishment is anything from standing in the back of the line, going to the principles office, or taking a time out in the corner. Punishments are a way for a student to know what they did was wrong and not to do it again. An example of a punishment in my classroom
B.F. Skinner is a major contributor to the Behavioral Theory of personality, a theory that states that our learning is shaped by positive and negative reinforcement, punishment, modeling, and observation. An individual acts in a certain way, a.k.a. gives a response, and then something happens after the response. In order for an action to be repeated in the future, what happens after the response either encourages the response by offering a reward that brings pleasure or allows an escape from a negative situation. The former is known as positive reinforcement, the latter known as negative reinforcement (Sincero, 2012). A teenager who received money for getting an “A” is being positively reinforced, while an individual who skips a class presentation is being negatively reinforced by escaping from the intense fear and anxiety that would have occurred during the presentation.
The lights, the camera's, the designer clothes, and the beautiful models, all of these are contributing pieces of a runway fashion show. But the models who are strutting down the runway, showing off high standard fashion clothes, are not the only models that are out there. There are many types of models that work in this line of business. There are commercial models, catalog models, plus size models, parts models, and so many more. All models have something in common though, they all live a challenging life. Although many believe that being famous, or on the cover of top rated magazines will make you happy and feel fulfilled, living that form of life can create a feeling of having no privacy. There are many perks however, in working as a model. For example, if working as a runway model, it is not unheard of to have a salary of five hundred dollars per hour. That high of a salary is mainly only given if it is a very large name show. Catalog models can receive one hundred dollars to two hundred or more. The amount of an hourly salary is dependent upon the popularity of the company or brand being modeled and if the model has a good reputation. The life of a model is very busy and includes a multitude of challenges that the model needs to be ready for.