model of classroom disciplines and its application

Model of Classroom

Disciplines and Its Application

1. Behaviour Modification(Skinner)

2. Assertive Discipline (Canter)

1. Behaviour Modification(Skinner)

What’s Behaviour?

• manner of behaving or conducting oneself

on one's best behaviour behaving with careful good manners

What’s Behaviour

Modification?• Interfere positively in the child’s activities to influence its thoughts in order to bring in desirable changes in the pattern of behaviour.

B.F Skinner

Behaviour Modification• Therapeutic technique based on the

work of B.F. Skinner.• Skinner developed a theory of operant

conditioning, which states that all behavior is governed by reinforcing and punishing stimuli.• Behavior modification uses a scheduled

approach that rewards desired behavior and "punishes" undesirable behavior.

KEY IDEAS• Behavior is shaped by its consequences – what

happens to the individual immediately afterward.

• Systematic use of reinforcement (rewards) can shape pupils’ behaviors in desired manner.

• Behavior weakens if no reinforcement follow-up and punishment.

• Once learning achieved, best maintained through intermittent reinforcement.

• Can be easily modified with students of all ages and backgrounds.

TYPES OF REINFORCERSSOCIAL • Words, gestures and facial expressions.

GRAPHIC• Numerals, checks, happy faces and special symbols.

ACTIVITY• In the form of activities that students prefer in school, e. g.

playing games, decorating classroom, free reading etc.

TANGIBLE• Real objects that students can earn as rewards for desired

behaviors. Candy, toys, certificates.

EFFECTIVENESS OF NEO-SKINNERIAN MODEL

• Powerful effect, as systematic attention and reinforcing becomes natural parts of the teaching act.

• However, there are concerns over free will of students – Skinner rejected free will in principle, an essential human trait.

CRITIQUES on Skinner’s theory• Rewards are counterproductive because they are

extrinsic bribes rather than internal motivation.

• Punishment is ineffective and that positive reinforcement is better (Staddon, 1995).

• Although educators generally believe that competition improves behaviour and achievement, the opposite be true for some cultural groups. E.g. Latinos or Hispanic Americans might avoid any competition activity that might sets them apart from the group (Manning & Baruth, 2004).

• Extrinsic rewards such as a homework pass, token stickers, might be seen as a personal affront to someone who did not received one.

• Feminists are concerned that the reward system is unfair to females, who sometimes place value on collaboration rather than competition to receive rewards. (Manning & Baruth, 2004).

Strengths

• It is simple to use.

• Results are immediate.

• Students can feel successful when they obtain rewards.

• Standards of behaviour are uniform, consistent, and clear to all students.

• Time does not have to be spent in class discussing rules and students' conduct.

• It can be readily employed with all students regardless of age.

Weaknesses

• The results might not last long.

• Students may not perform as desired when rewards are terminated

• The approach may seem too much like bribery to some teachers

• To use so much control in a democratic society may be unethical

• Rewards undermine intrinsic motivation

• Difficult to identify the appropriate reward