Purpose of Experiment Use of active responding (AR) strategies in the classroom has been an increasingly prominent subject matter in education-based behavioral research. These studies consistently show improved test scores and comprehension across a multitude of subjects and environments. Although previous research has focused on an institutional approach, Armendariz (1999) asserts that active responding (AR) concurrently reduced the occurrence of problem behaviors in the classroom. In “Using Active Responding”, Armendariz explains that the purpose of the study was to analyze the effects of AR using response cards on problem behavior reduction. Implications of this study could affirm that AR is an effective and efficient means to facilitate learning, while acting as a classroom behavior-management system. Methodology Participants were 22 bilingual third grade students, 11 male, 11 female. Data was collected three days per week during Math class, for 20 minutes each session. Researchers measured any occurrence of “disruptive behavior” defined as: getting out of the seat, touching others, speaking out without raising hands, etc. An ABA reversal design was used, which consisted of five baseline sessions using traditional hand raising methods, and six “B phase” sessions, in which all students were to answer using response cards. …show more content…
However, despite the lack of academic control, this study strongly supports active responding with response cards as an effective replacement for disruptive behavior. Furthermore, “instructional procedures can serve to effectively manage and instruct an entire classroom” (157). The author cautions that this method requires a higher response effort than traditional lecture and maintains that response effort, along with lack of teacher reinforcement likely contributed to abandonment of the proactive
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.
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
14. Using Glasser’s Problem Solving Steps to manage behavioral issues: Glasser’s model for effective problem solving is extremely useful in school. For one, the problem solving that is used can be accomplished in a short period of time so that I will not be wasting other students’ valuable learning time. Second, it is easy to learn because the process involves only seven short steps. Third, the student is involved in the problem-solving process, which allows the student to be in charge of what they have done wrong and then learning to resolve the issue. Lastly, data can be collected with using Glasser’s model that allows both th...
It is important for all students to be able to learn in a safe and productive classroom but student misbehavior can be disruptive to that environment. Disruptive misbehavior can be mild and not impact student achievement or it can be serious and affect the entire classroom. Johnny is a fifth grade student who constantly interrupts the class by making faces. A classroom management plan will address Johnny’s individual needs and those of the class.
Positive behavior supports is a behavior management system that serves as a guide in understanding a person’s challenging or inappropriate behavior. Typically, a person’s inappropriate behavior serves a function or purpose. It is not uncommon for people to receive reinforcement of their behavior in their environment. For instance, a child might seek attention through unsuitable behavior in the home environment. The response from the parents or caregiver can unwittingly reinforce the behavior through their response to the child. Thus, the child learns to exhibit this behavior in order for his/her needs to be met. One means of addressing a person’s challenging behavior is having a professional undertake a behavioral assessment that identifies and describes the function of the behavior. Through an assessment, positive behavior supports can be identified, developed and implemented through actions plans or goals. However, in order techniques to be effective at decreasing inappropriate behavior, they should be evaluated for effectiveness, feasibility and appropriateness for the person. In addition, strategies should be practical, so parents, schools, or others can implement the techniques
The article thoroughly explained how the behavior system worked in their school and gave examples of how the program was implemented and showed improvements. In reading this article, it only provided little information behind the data that was involved in using the program. Overall, the article provided sufficient information has to how the technology can help improve classroom
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
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...
To reach this goal, members of the crisis intervention must be well-trained and organized in the process. As with any successful program, all members must understand the procedures and policies that are in place as a safeguard for students and teachers. The Mindset intervention technique successfully uses a systematic approach to de-escalating potential aggressive student behaviors. This accomplished by using verbal communication to support and guide a student to make a healthy and appropriate choice. This positive approach promotes trust and encourages student empowerment. When students feel heard and understood, aggressive behaviors may defuse or diminish altogether. Research suggests that when adolescents are verbally redirected, they have an increase in their ability to be more self-directed in calming themselves and managing aggressive feelings (Witte, 2007, p. 15). The goal of all educators working with students who may experience a crisis during the school day is to be caring, effective and supportive. Ultimately, student crises will be infrequent and have little impact on their education. Fortunately, schools recognize that crisis will happen and being well-prepared with procedures and policies in place sets everyone up for
Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome. Teachers can use the procedure defined by them to accomplish students’ behvaiour using the following outcomes. The very first step is to describe the problem. The second step is to adjust the behavior by emerging a behavior management strategy. The third step is to recognize an effective reinforce and the latest step is to use the reinforce on a regualr basis in order to change the
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...
In a Year 8 Maths class, I witnessed the teacher moving amongst different desks throughout the lesson to check on the students’ progress on the task at hand. The teacher assisted help when needed and complimented their work by commending components such as their working out, their productiveness, and their accuracy. An example of negative reinforcement from my practicum experience was in a Year 8 Chinese class in which the teacher informed the class that they could play Kahoot!, an online educational game, as a group at the end of the lesson given that the behaviour persisted at an acceptable level. This induced the class to focus, get their work done, and keep the noise to a reasonable volume. Lastly, the teacher of a Year 8 English class instructed two students to leave the room for disrupting the class: a prime example of applying repercussions when needed. This was an effective action by the teacher as the rest of the class remained silent for the rest of the lesson in dread of joining the students
My goal as an educator is to continually learn, reflect and change my practices in order to ensure all students learn at high levels. As I stated earlier, my initial educational philosophy was behavioral. I was somewhat surprised to find that I still scored the highest in this category on my self-assessment. However, after further reflection and reading B.F. Skinner, I believe that behavioral aspects still have an important role in education today. As an educator I have a moral responsibility to help students learn how to function as members of a classroom community. Skinner believes that the environment of a classroom and school should be as “conducive as possible to students’ learning”. Positive Behavior Interventions & Supports is a model I truly believe in and have used with success with children. Through PBIS, expected behaviors...
When everyone is pursuing a common goal, dealing with behavior problems eventually become self-regulating. Win-Win Discipline enables people to work together to find mutual solutions to behavior problems. The ultimate goal is not to stop or end disruptive behavior, but to teach responsibility and self-control. The foundations of this model are their three pillars of win-win discipline: preventive measures; the ABCD of disruptive behaviors (aggression, breaking rules, confrontation, or disengagement); student positions; class rules; moment of disruption structures; follow up structures; and life skills. The three pillars are the foundation of the behavioral model which are: everyone is on the same side; everyone collaborates on solutions; and everyone learns proactive responsibility from each situation regardless of their
I did not expect kindergartners to be so talkative. When it comes to my skills in classroom management, I would say I now have my “teacher voice” and I am still growing. I learned that routine is very important in kindergarten and to have many procedures and practice those over and over. I brought many classroom management strategies to my kindergarten classroom that I think Mrs. Shelquist will continue to do. One of my classroom management strategies I brought to my kindergarten classroom was “positive behavior punch card.” Since Eddyville Elementary uses PBIS and the rocket chart, I incorporated another positive behavior when it came to the rocket chart. If students were on green or above at the end of the day, they get a punch in their punch card. Once they filled up their punch card they could turn it in to me for a special prize. They loved this and always reminded me to give their punch at the end of the