Building the Foundation2

7/28/2019 Building the Foundation2

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CarolineCharlene

KristieMiko



Theorists we will be looking at: B.F. Skinner (1904-1990)

William Glasser (1925-present)

Thomas Gordon (1918-2002)



The approach, generically called behaviourmodification, operates on the principle thatpeople rewarded for what they do becomemore likely to do the same thing again.

For example, if Amy is thanked (or given acompliment or a point) for raising her hand

before speaking, she is more likely in thefuture to raise her hand instead of speakingout.



The noted psychologist Burrhus FredericSkinner proposed that proper and immediatereinforcement strengthens the likelihood thatappropriate behavior will be repeated

(Skinner, 1948, 1970).



William Wattenberg (1967) explained thatmany teachers believe B. F. Skinner's behaviormodification approach holds potential forshaping students' behavior.

Just as Skinner believed that positive rewardsshape most learned human behavior, manyteachers believe that students will repeat"rewarded" behaviors and stop "unrewardedor ignored" behaviors.



Thus, teachers shape pupils' behaviors bydetermining desired behaviors first andselect appropriate reinforcers to encouragestudents to repeat those desirable behaviors.

As reinforcement occurs, the likelihood of students repeating positive behaviorsincreases (Bigge, 1976).



Reinforcement in a classroom can take manyforms.

Social reinforcers◦ Words – Smiles – Gestures

Graphic reinforcers◦ Star – Sticker – Checkmark

Activity reinforcers◦ Free time – Special game

Tangible reinforcers◦ Treat – Pencils and other supplies – Certificates



Rather than reprimanding misbehavingstudents, teachers can praise students whobehave properly.

According to Skinner's theory, the behavingstudents will continue to demonstratepositive behavior. The misbehaving students,desiring the positive reinforcement, will beginto behave appropriately



A teacher may reduce the number of Englishhomework for pupils who complete theirwork correctly in class.

The teacher seeks to reinforce the behavior ofcompleting in-class work by eliminating orreducing the undesired homeworkassignment.

To be effective, reinforcement should beappropriate and immediate.



Ignoring inappropriate behaviors and praiseor thanks pupils immediately after he exhibitgood behaviours.

Use only positive comments

Developing behaviour contracts . (Token,Points)



“helping people look to present conditions tofind solutions to problems”

“education is the process through which wediscover that learning adds quality to ourlives”

“students have specific human needs andmotives and should accept responsibility for

their behavior”.



Only person whose behavior we can control inour own, and each person makes his ownchoices in everything they do.

There must be a closeness in relationshipbetween the parents and teachers with thestudent in order to change misbehavior.



For Glasser, motivation and discipline havemerged into almost a single concept:

1. All students behave in ways, whether goodor bad, that show their attempt to meet 5basic needs – survival, belonging, power,freedom and fun.

2. Students feel pleasure when their needs

are being met, frustration when they are not.



3. Because schooling does relatively little tomeet student’s needs, students becomeaphathetic.

4. Schools must create conditions that do notfrustrate, but that attempt to meet studentneeds. Quality should be emphasised at alltimes, backed by encouragement, support,and help from the teacher.



5. Quality teachers, according to Glasser,befriend students, provide stimulation andencouragement, and show an unfailingwillingness to help.

Glasser also suggested something: Regardingsetting class rules, student opinion is alsoimportant. For example,….



Teachers begin by discussing the importanceof doing quality work in the class, then askstudents about rules they believe will helpthem to get quality work done.

Teacher should solicit student advice on whatshould happen when a rule is broken.

Once agreed to, rules and consequences

should be written and signed by students,indicating that they understand and acceptthe rules and consequences.



Degree of teacher control in establishingrules:◦ Stress student responsibility

◦ Establish rules that lead to success

◦ Accept no Excuses◦ Call for value judgement

◦ Suggest suitable alternatives

◦ Invoke reasonable consequences

◦ Be persistent◦ Carry out continual review



Student control regarding establishment of rules:◦ Students are aware of rules and expectations

◦ Behavior is a matter of choice

◦ Good behaviors results from good choices. Badbehavior results from bad choices.

◦ A teacher’s duty is to help students make goodchoices



Concern for the students thoughts andfeelings:◦ Recognize students as rational beings, capable of

their own behaviour.

◦ Care about students and not accept bad behaviour◦ Reasonable consequences follow student behaviour

whether good or bad.



Theoretical Basis:

◦ Behavior is a matter of choice.

◦ Students are rational beings.

◦ Behavioral theoretical basis.



View of children in regards to makingdecisions:◦ Children have an internal locus.

◦ Children are responsible for their own behaviors

and can distinguish between what is acceptablebehavior and what is not.



Main points of theory◦ Behavior is a matter of choice

◦ Good behavior results from good choices. Badbehavior results from bad choices.

◦ A teacher’s duty is to help students make goodchoices.



What teachers should do when studentsmisbehave:◦ Call for value judgment

◦ Suggest suitable alternatives

◦ Invoke reasonable consequences◦ Be persistent

◦ Carry out continual review



Teacher: "What are you doing?" (asked inunthreatening tone of voice.)

Student: (Will usually give an honest answer if not threatened.)

Teacher: "Is that helping you or the class?"Student: "No."

Teacher: "What could you do that wouldhelp?"

Student: (Names better behavior.; if can thinkof none, teacher suggests appropriatealternatives and lets student choose.)



So…..

Meet needs or getmisbehaviours!

Needs (belong, power, freedom, fun, survival)

Teachers should help students satisfy one ormore psychological needs and adds quality to

students’ lives.



Some believe that it is too hard or time-consuming to switch from operantconditioning/stimulus-responsetheories/behavior modification.

Cultural and gender diversities do not allowfor choice making or freedom



Establishes and maintains successfulrelationships.

Use authoritative forms of power damagesrelationships; Coach them the people skills

leads to better communication and conflictresolution they established more positiverelationships.

When someone listens to another showing

acceptance and trust, healthier relationshipsare formed then relationships problems canbe solved much easier.



Core message everyone needs equalconsideration.

This model focuses on character building andtraining and not rewards and punishments.

The focus is on creating an environment of mutual respect. Equality for all is the commontheme throughout his method.



Active Listening- “the practice of paying closeattention to a speaker and asking questionsto ensure full comprehension.” (Encarta)◦ Method of listening where one person reflects back

their understanding of what a person had just said.

◦ Confirms whether or not a message wasunderstood.

◦ Allows speaker to correct what they had said if the

message was misunderstood.◦ Show an acceptance of one another's thoughts and

emotions.



I-Messages/ statements- “tell other peoplehow you feel about their behaviour instead ofblaming another person.” (encyclo)

◦ A device used for impelling others to change theirbehaviours because of its effect on your ability tomeet your needs.

◦ An alternative to let others know about a behaviourbeing unacceptable that doesn’t point a finger andblame each other.



◦ It concentrates on how it affects and makes youfeel.

◦ Allows people to peacefully confront someone

without the other person feeling like they are beingattacked.

◦ Makes people much more willing to change theirbehaviours versus other forms of persuasion.



No-Lose Conflict Resolution- Which means thatboth parties win and it is not a win-losesituation.◦ A six-step method for settling conflicts so that

everyone is content with the provided solution.

◦ Most effective when everyone participates because thesolutions become higher quality.

◦ More often than not, when everyone agrees the newpan becomes regimen.

◦ The effectiveness of this can be more easily explainedby the common sense “Principle of Participation:People are more motivated to comply with decisionswhich they had a part in reaching.” (McLeod, 2007)



Recognition of Behaviour Windows-Recognizing that all relationships haveproblems at some point and defining these

problems accurately is of key importance inorder to take responsibility for the issue andsolve it.◦ Can help people determine which communication

skill is the correct one to use, how to use it andwhen to use it.

◦ Understanding this helps prevent disciplinaryaction.

◦

Eliminate the requirement to understand eachindividual’s personality type.



Participative management.

Student-centered teaching.

Democratic leadership. Group-centered leadership model.



Focus on assisting students in taking controlof their own behaviour.

Allows us as teachers to influence our

students' behaviours within the classroom.Thus, allows teachers to spend more timeteaching and students to learn.

In turn we as teachers learn how to manageour classrooms in better ways that alsoencourage student cooperation andparticipation.



Students will learn the skills to deal withconflicts throughout their day and even lives,whether it is with peers, teachers and/ or

parents. They will carry these skills throughout their

lives and can adapt them to every relationshipthey have.ʚ Teachers become equals with theirstudents.ʚ Asks teachers to throw out class rules. ʚ Use I-Messages when problems arise.



Teachers can improve student’s behaviour by:◦ Using student ideas in instruction

◦ Using more discussions and dialogue

◦ Praising students when appropriate

◦ Tailoring instruction to individual students◦ Placing emphasis on productivity and creativity

◦ Using cooperatively planned learning goals

◦ Using more real and genuine teacher talk



Use signals:◦ Catching the eye of the student

◦ Frowning or smiling

◦ Shaking the head

Stand near a student and use proximity. Use humour, not sarcasm.

Show interest in student’s work.

Ignore minor misbehaviour. Understand reasons for misbehaviour.



What Do I Have To Do To Use This Method InA Classroom?

What Are The Steps In Developing ProblemSolving Skills?

What Do I Have To Do To Be Able To DevelopThese Skills In Order T

How Is This Different Than Other ClassroomManagement Techniques?o Adopt This

Method? Is His Method Effective?…………………….



Bucher, K. T. , Manning, M. L. (2001). MiddleSchools Management: ClassroomManagement (Beliefs, opinions andattitudes). Childhood Education, 78 (2).

Retrieved fromhttp://www.freepatentsonline.com/article

/Ch ildhood-Education/81857965.html

Charles, C. M., Senter, G. W. (2002). ElementaryClassroom Management (3rd Ed.), pg

153- 158. Boston: Allyn & Bacon.



Kindly visithttp://mrsschlangensscience.wikispaces.com/Thomas+Gordon's+Classroom+Management+Theory

http://mrsschlangensscience.wikispaces.com/Thomas+Gordon's+Classroom+Management+Theory








Tabitha, D. (2011). Classroom Management:Building the Foudation. Retrieved on 28

January, 2012, from website:http://prezi.com/kneujvrff5ku/classroom

-management-building-the-foundation/

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