Tuesday, November 13th, 2007
Teachers are pressed for time to cover the syllabus within the time frame specified by the curriculum. While being preoccupied with teaching contents, they inevitably neglect the emotional well-being of students. No provision is made to listen to learners and their concerns. Emotional disturbances and problems eventually spill over and manifest themselves in the form of behaviors that are disruptive in nature.
As a teacher, what can you do to prevent misbehaviors in the classroom while being successful in meeting the requirements of the school in terms of delivering contents?
Posted in Behavior Management Forum | 7 Comments »
Monday, October 8th, 2007
According to B. F. Skinner,Â behavior is shaped and maintained by its consequences. What mattered most to Skinner was what happened after a response occurred.
This means that teachers/parents can increase or decrease a particular target behavior (of a student/child) by manipulating environmental factors so that the behavior can either be increased or decreased via the exploitation of positive or negative reinforcer(s) (outcome of behavior).
In comparison, the Choice Theory proposed by William Glasser, advocates that students/children should be the ones to decide on what should follow a particular behavior.Â In other words, Glasser encourages teachers and parents to allow children to make their own decisions about what consequences should follow their actions. Glasser also emphasizes that children should be allowed to be responsible for their own actions and be made accountable/responsible for everything they do or don’t do in the classroom.
Who, between Skinner and Glasser do you agree with? Why? What is your own view regarding this issue? Defend your answer with (an) example(s).
Posted in Behavior Management Forum | 11 Comments »
Wednesday, September 19th, 2007
We talked a lot about the ills of rewards, when used in conjunction with behavior management in the classroom. Some say that rewards can be effective tools for correcting inappropriate behavior. Some say that rewards could actually become a punishment in the long run (encouraging students to do something for the sake of rewards and not because they are internally motivated to do so). Some others say that rewards, when used sparingly and thoughtfully, can be an effective tool for behavior management.
What is your view in this matter? Why do you say so? Your answer must be substantiated with a real-life example (preferably classroom example).
Posted in Behavior Management Forum | 15 Comments »