Shea & Bauer Chapter 9 Project # 1 p. 193- Observe a teacher engaging students in several lessons. What behavior influence techniques does he or she seem to use? What are the apparent strengths of these techniques?
My response: For this observation, I went to a third-grade classroom several different times to see how consistent the teacher way to ensure that my observations were accurate. First, I would like to say that the only negative behaviors that I found in this classroom during my observations included talking and not following directions, such as working on their work when they were supposed to be. With that said, I noticed that the teacher used proximity control on some of the students. Proximity control is making a “physical presence of the teacher” known (Shea & Bauer, 2012, p. 190). When I saw this teacher use this type of behavioral influence, she would stand next to the student(s) who were not following directions. What I noticed was two things. First, this did not interrupt the classroom lesson. I also noticed
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During this type of behavioral influence technique, there are usually consequences that following specific undesirable behaviors. While observing, this specific teacher had warned her student(s) by reminding them of the consequences that they will face if their behavior continued. It was apparent that this method worked, as well as the proximity control, because the students started behaving better. Lastly, the teacher used “tension reduction through humor” to help keep her students engaged as well as help them reduce their anxiety/tension (Shea & Bauer, 2012, p. 191-192). To me, this was a little harder to see if it worked because I was not aware of all of the students’ anxieties/tensions; however, after the teacher made her “joke,” it was apparent that the student(s) were more relaxed and were more engaged in what they were
She couldn’t pay attention and often disrupted the class by talking with the people around her. Laurie’s third grade teacher got fed up with her behavior, so she placed Laurie’s desk next to her own in front of the class and then slapped Laurie’s desk with the ruler every time she caught her not paying attention. After a couple months, Laurie no longer required a slap on the desk to pay attention. According to Skinner, this behavior modification is punishment, not reinforcement, as the teacher was trying to decrease Laurie’s preference for daydreaming.
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
The teaching technique used in intervention is behavior modification, it is known that people learn because they are rewarded by others or their environment Albert Bandura (1977). People’s actions are shaped by input from others, including feedback and reinforcement. Behavior modification takes place through three step process, antecedent (task explanation, model, cue) is provided, response is then elicited and a consequence (feedback, reinforcement) occurs immediately.
Some of the personal stories that Mooney recounted made me very sad, and it was hard to believe that there were and continue to be some teachers that are just so ignorant, impatient, and unaware of what is going on with their student(s). Some great teaching strategies that can be implemented in the classroom to help students be more successful are developing a reward system for good behavior, organizing breaks between major tasks, and using auditory and visual signals. Reward systems is an excellent strategy to implement in the classroom to help students remain on task, participate in class, and behave appropriately. Breaks between major tasks help students to take mental breaks and refocus for the next big assignment. Auditory and visual signals are a great classroom strategy to help students recognize when it is time to move from one activity to the
Canter method enables teachers to take charge of their classroom by observing the rights of the students as well as those of the teacher. As a student, in Miss Jones’ Class, John, would know the teacher's expectations without having to guess. John is an 11 year old, in the sixth grade at Washington Elementary School. John comes from a single parent home. His father is not in the picture. His mother works two jobs, so his grandmother cares for him. At home, he is in charge; his grandmother has no control over his behavior. His family life affects John’s behavior in class; he dislikes having to follow the rules at school. The main problem he is having in the classroom is talking; He disrupts class by talking out of turn. The first step in the behavior management cycle: “effectively communicate explicit directions.” (Canter, 2006, p. 50) “I need everyone’s attention. That means your eyes on me, nothing in your hands and no one is talking.” Canter’s model promotes a supportive classroom, which allows teachers to teach and students to learn. Student are taught to behave and teachers use praise and other rewards ...
...lating their own behaviour as they have had lots of practice doing so (NSW DET, 2003, p. 13). By most students demonstrating their ability to self-regulate throughout the lesson, it leaves the teacher the opportunity to better manage challenging behaviours such as Ray’s ADHD/ODD, Michael and Kendall’s tendencies to defy or be oppositional and refuse to engage and Bens’ inclination to withdraw. Strategies such as using the trust tree and taking time to self-regulate outside or in the quiet corner, coloured cups to display moods or a sense of urgency, social stories/scripts to assist with difficult and new situations, labelled praise and positive reinforcement or extrinsic motivation, extension activities of interest, ignoring minor inappropriate behaviours and redirecting when possible are used to help manage these behaviours (See lesson plan and Appendix A and B).
By giving Heather reprimands, the teacher could address the undesirable behavior (disruptions) and enforce the desired behavior (waiting for others to finish before she speaks). In order for Heather to achieve this goal, the teacher must be consistent and would preferably reprimand Heather quietly, because research has shown that students respond better to quiet reprimands. The reprimands should be immediate, positive, and specific, identifying both the undesired and desired behaviors. It is also important for the teacher to remain neutral and continually evaluate the strategy, along with being firm and resolute.
For my after school program observation I chose to observe the after-school program at Washington Elementary. This after-school program is held in a small gym and since the gym is used during the day for school activities there was no real floor plan to the program. A small carpet was set in the middle of the gym for circle time and the supplies and check in sheet were kept on a table. The rest of the room was filled with tables that are used for school breakfast.
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...
Teacher Enacted High Leverage Practice - Coordinating and adjusting instruction during a lesson My host teacher enacted this high-leverage practice yesterday, April 18th. The days lesson was to read aloud and ask questions regarding Act II of Hamlet. Up until 5th period, she had done just that. However, when seventh period came into the class it was quickly clear that they were in an extremely social mood; my host teacher had to calm down the class and bring attention back to herself several times before we even got to the reading.
The number of students created a diverse set of needs that often the one teacher couldn’t accommodate. Generally, they would ask the other students for assistance but sometimes would ask the teacher, those asking would occasionally be ignored and would result in being off task. Behavior was often corrected via a spoken mantra to be repeated or using a well-behaved student as an example. Good behavior was encouraged via a points system for prizes as well as choices in activity in free time. Behaviorism plays an important role in their class, focusing them and establishing good habits where it was paired with self-regulating
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...
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
The teacher that I observed was Mrs. Cynthia Carney. She is the kindergarten teacher at Greystone Elementary school. As my first time in the classroom, I tried to observe as much as possible. I had a great first impression of the classroom, it is a very positive environment, and the teacher has definitely established a clear routine and rules that the students follow. The teacher did a very brief (5-10 minute) science lesson/introduction to the unit on weather. Although the teacher did not inform my partner and I about the exact objectives for the lesson, it was clear that she wanted the students to learn about making observations about weather. Her objective
The main instance that I use behaviorism in my classroom is through positive reinforcement. I praise, praise, praise my students all day. Students who are such young learners receive much motivation when they hear praise and specific praise at that. It allows them to be eager to please their teacher and provides a sense of self-accomplishment. In my classroom, I also use a treasure chest, reward coupons and PBIS reward money as major components of positive reinforcement. At the beginning of the year, I teach my students my classroom expectations and that I expect the best from them. This includes all of their daily work, including journal writing, morning work, etc. My students know what my desired outcome is. Student’s behavioral efforts are measured and collected on a weekly basis through a behavior chart. Their assignments are measured on accuracy and completeness in order to help them recognize the importance of their effort in finishing an assignment. I utilize a rubric on many of my assignments in order to help them achieve their best. Their meeting certain standards on their weekly behavior chart allows them to receive