Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
The theory of discipline and punishment
The theory of discipline and punishment
Punishment and reward
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: The theory of discipline and punishment
Those who attended the Parent Teacher Organization both promoted two contrasting plans for intervening in the very negative and harmful behavior that is occurring within the school. The behaviors being focused on are stealing, bullying and theft. One group of parents suggested to use consequences that are intended to be punishments on the negative, while the other group hopes to focus solely on reinforcing the student’s positive behaviors. Both groups of parents seem to have forgotten everything that they have learned in their Learning and Conditioning course, or they were simply passively listening to their professor because both of their proposals have numerous faults that deem their plans inadequate. Each plan could be detrimental, in differing ways, to the student population that they are attempting to improve. The group of parents that believe that going the strict, disciplinarian approach are attempting to negate the student’s harmful behaviors head on through means of public humiliation, suspension and police intervention, and thankfully not through the means of corporal punishment by the schools. The use of humiliation should be initially ruled out for a variety of reasons. The humiliation could be potentially classically condition the student to have high anxiety in social situations if the student is humiliated numerous times or the student’s behavior could be positively reinforced if the student’s motivation for acting out is gaining attention from their peers and the faculty at the school. The parents intend on decreasing the likelihood of these behaviors to occur again in the future by their proposed punishments. But what the parents must realize is that simply punishing the behaviors only suppresses or restrains the... ... middle of paper ... ...g, H., et al., 1970). The parents must also be aware that their desired reinforcements and punishments will be be only effective when the discriminative stimuli that were present during learning are present. The teachers must communicate how they are dealing with the children at the school, so that the parents can continue to enact the same consequences for the behaviors that the students are displaying. The parents should also look to partially reinforce their children’s acceptable behavior, this will allow the behavior to recur without having to reinforce the behavior every time (Abad, M.J.F., et al., 2009). The teachers must be aware that the aggression and theft will most likely increase dramatically initially, but the behavior will then decrease to an acceptable level if the forms of consequences that teachers select are successful (Lerman, D.C., et al., 1999).
...e presence of corporal punishment in the school, without realizing that it breeds nothing but resentment and hatred, especially among the upperclassmen who can judge the long-term consequences of their actions without having their bottoms paddled.
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
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.
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.
Before a student is punish the students body have to determine whether the student s is guilty and need to be punish.this provide an environment of review and self-discipline that is consistent, fair, and just. The students in the school get to deceive rather the action of the student is harsh enough to deserve a harsh or a light punishment and how many warring did that student have before they receive their punishment. In the article “What If Everything You Knew About Disciplining Kids Was Wrong?” the author Katherine Reynolds Lewis state“ A first-grader whose unruly behavior goes uncorrected can become the fifth-grade with multiple suspensions, the eighth-grader who self-medicates, the high school dropout, and the 17-year-old convict.” Many schools fail to help with a history of acting up in class since elementary school and how later that might be a trouble throughout middle and high school.
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...
Adolescence’s go through stages at their teen point of their lives. They are curious, defiant and insolent. A parent’s main concern is to ensure that their child is protected from hazardous, troublesome situations especially, from ones that can involve self-harm and carry on into future self-harm. A parent has little approved tactics to act upon once they have already taken away their child privileges, grounded them and explained what they did wrong but that child still continues to act out. From being a teen myself, we must understand that the mindset of a teen is almost always focused on not being embarrassed. Since most teen are self conscious about their reputation they are less likely to rebel again once they realize that their reputation is in jeopardy. That feeling of distress is so unbearable and uneasy to forget that it overcomes any urge to something even remotely similar to what was shamed upon ever again. When Renee and Gentry Nickell tried everything to...
The aforementioned are example of student trauma, that can lead to further bad behavior and many harshly repeated reprimands targeted toward so-called problem students, for minor infractions that use mean a visit to the principal’s office or staying after
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
In a study by Albert Bandura, Bandura found that children learn by watching. He called this observational learning and found that those children who were exposed to an adult who expressed aggressive behavior would then express aggressive behavior after watching them. Because of this study, we know that children who grow up in toxic environments may grow up to be destructive parents. One way of stopping this is getting more children of these families a proper education. A problem with this theory is that many schools in poor neighborhoods are under funded by the government and don’t have the essential materials for kids to receive a good education.
...lopmental expectations including competent classroom behavior and self-regulation. In order to help parents become aware of their child’s needs, schools should recognize this and seek to help parents stop abusing their child even if they are unaware of it. Instead of punishing parents with jail time, they should go to counseling sessions. They should be taught how to be emotionally stable for their children and taught about the harm of emotional abuse and what it can do to their child. Schools should be made aware of these problems and know the benefits it would give their students. Schools could contribute to families that are hurting and find them help. Some may think that it isn’t the child’s schools business, but it could be a less threatening way to approach the issue. The time has come for awareness of emotionally abuse children to increase and seek treatment.
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
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
That also affects the child academic performance as well. Another example Seltzer mentions was corporal punishment leads to increased aggression, which in this case the child is disruptive or destructive in different setting like school and other occasions. Moreover, the child later on in life is correlated with drugs and alcohol abused. In the ending of the article, Seltzer discusses that non-corporal forms of punishment are not the answer either. If the child is still given aggressive response, rather its manipulating, yelling, reprimanding, threatening or verbal reactions to the children’s misbehavior, it can have a significant negative consequence on the child’s mental and emotional development. Seltzer gives ways for a parent to use less negative response when approaching a child bad behavior, for example; more respectful of the child in letting them know in advance which specific behavior that is bad to do, carried out unemotionally and finally, more appropriate with the unacceptable behavior. Even though these are still punishment, however the child will receive the message that these performances are not wrong but
Khazan gracefully slides in with Kazdins’ statement that “punishment might make you feel better, but it won’t change the kid’s behavior” (para 2). The combination used by Khazan perfectly executed the goal to make parents refocus on how to change the way disciplinary situations are handled. She maintained this structure throughout the article and coupled it with a simple to complex, pattern arrangement to allow the readers to easily digest the