There are two kinds of reprimand: short and long reprimand. A study made Abramowitz, O'Leary, and Futtersak (1988) have compared the effects of short and long reprimands in an alternating treatment design. Over the course of the study, short reprimands resulted in significantly lower off-task rates than long reprimands. Reprimands that are immediate, unemotional, brief, and consistently backed up with consequences are clearly preferred to lengthy reprimands that are delayed, loud, emotional, and not matched to consequences. Abramowitz and O'Leary (1991) suggested that immediate reprimands result in much lower rates of off-task interactions with peers but do not change rates of off-task behaviors that do not involve peers. The authors hypothesized
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.
"An eye for an eye", this quote is used often among many diversities of people; however, Edgar Allan Poe took this quote to extremes in his story The Cask of Amontillado. Poe's usage of dramatic and verbal irony, foreshadowing and symbolism brings about a strong tale of revenge. Revenge is a feeling that has the ability to over come a person's grip on reality. The narrator, Montresor feels that he was greatly insulted by the unfortunate Fortunado. For this reason Montresor seeks revengeance on Fortunado for his heinous crime.
Krohn, M., & Massey, J. (1980). Social control and delinquent behavior: an examination of the elements of the social bond. The Socialogical Quarterly, 21(4), 529-544.
Retribution – is a correctional aim which is to hold a person who has committed a crime accountable for committing a crime against another or society in the form of punishment. (Stojkovic and Lovell 2013) What we look at in retribution is when someone is punished there is legitimacy in the punishment of a particular crime that was committed. Some of the pros of retribution are retribution can make a person or society feel safer or a feeling of justice being served when a person is punished for the crime they committed. The con of retribution is during court proceedings the prosecution and the offender’s lawyer may come to a plea agreement which could give the offender a lesser sentence than what he or she would have gotten originally. (Stojkovic and Lovell 2013)
Referee abuse is a major issue for all levels of sports. Referees play a huge part of the game and certain calls can anger fans, players and even sometimes coaches. This abuse can have physical and even emotional tolls on these referees. There are numerous instances where the refs have been hit and things have been thrown at them. This abuse needs to halt now.
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence. This article examined the effectiveness of fixed-time delivery of teacher attention to increase on-task behavior of 2 students in a general education classroom. During the baseline phase, teacher attention was given in the normal manner and no changes were made.
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...
Martin, G., & Pear, J. (1999). Behavior Modification: What it is and How to do it. Prentice Hall, Upper Saddle River, New Jersey.
For instance, Ritz, Noltemeyer, Davis & Green (2013) stated that teachers use verbal reprimand to identify inappropriate behaviour in the classroom, and communicate dissatisfaction with the behaviour, thus, the child will learn to refrain from inappropriate behaviours. Likewise, Thorndike’s law of effect states that behaviours that lead to discomfort are weakened and are less likely to occur again (Nevid, 2014). Thus, when the teacher uses verbal reprimand to bring to the child’s attention, that he/she is engaging in inappropriate behaviour that is unacceptable, the child may feel embarrassed or might experience discomfort. Thus, according to Thorndike, it is likely that the child’s inappropriate behaviour will be weakened, and the behaviour
Educators find punishment a more acceptable approach for many reasons. The article argues for educators to begin the practice of positive reinforcement to increase positive behavior instead of risking negative behavior by using punishment. “Positive reinforcement is a universal principle that is in effect regardless of the age, gender, culture, or disability of a child (Wielkiewicz, 1995)” (Maag, 2001). Maag, in the article asks about why, if positive reinforcement is a universal technique why is not part of the college and university course training for educational careers. As Maag quoted Axelrod (1996) that the lack of popularity and professional acceptability of positive reinforcement might be because this task requires time, has little to no compensation for educators and contradict popular views of development psychology. Which contradicts punishment which is widely accepted by society as a disciplinary technique. According to Maag, Axelrod (1996) recommendations were not welcome
... Reaffirm that you think well of them but not of their performance in this situation. Realize that when the reprimand is over, it’s over. The young man may not have believed in the effectiveness of the One Minute
There are many explanations for what punishment characterises. For Emile Durkheim, punishment was mainly an expression of social solidarity and not a form of crime control. Here, the offender attacks the social moral order by committing a crime and therefore, has to be punished, to show that this moral order still "works". Durkheim's theory suggests that punishment must be visible to everyone, and so expresses the outrage of all members of society against the challenge to their collective values. The form of punishment changes between mechanic (torture, execution) and organic (prison) solidarity because the values of society change but the idea behind punishing, the essence, stays the same - keeping the moral order intact not decreasing crime. Foucault has a different view of the role or function of punishment. For Foucault, punishment signifies political control. His theory compares the age of torture with the age of prison, concluding that the shift from the former to the latter is done due to changes in society and new strategies needed for the dominance of it by the rulers. Punishment for Foucault is a show of power first brutal and direct (torture), then organised and rational (prison). Punishment does not get more lenient because of humanitarian reasons but because the power relations in society change.
Raj, J., Nelson, J., & Rao, K. S. P. (2006). Behavior Modification. A Study on the Effects of Some Reinforces to Improve Performance of Employees in a Retail Industry, 30(6), 844-866. doi:10.1177/014 5445506273222
Noncompliance has several negative impacts on an individual. Firstly, noncompliance to requests or instructions can hinder a child from learning. This is especially so for children who engages in noncompliance behaviours maintained by escape. A child’s learning will be affected if he is often out of the class, taking away opportunities for him to learn new skills. Thus, compliance with teacher instructions in classroom settings is critical for effective learning (Martens & Kelly, 1993). In addition, noncompliance affects social skills development as the child may learn to engage in inappropriate behaviours to gain attention or escape from demand. These inappropriate behaviours may in turn affect positive social interactions with his peers and teachers. Secondly, noncompliance also limits access to potential job opportunities, especially for growing individuals with learning and developmental disabilities. Ability to comply to instructions and requests from supervisor is a necessary skill required of an employee. In addition, noncompliance are often made worse when individuals engage in aggression or self-injurious behaviours to escape from demands. Noncompliance, coupled with inappropriate behaviours, ...
"Summary of Research on the Effects of Corporal Punishment." End Corporal Punishment. EndCorporalPunishment.org, Apr. 2013. Web. 12 May 2014. .