techniques in forming students behaviour

8/11/2019 techniques in forming students behaviour

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TECHNIQUES IN FORMING

STUDENTS BEHAVIOUR


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PERSONAL TOOLS

Physical proximity

-Teacher approaches the problematic students

by himself

Physical mobility

- Walk around in the class while watching the

students behaviour


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PREVENTIVES TECHNIQUE

Effective teaching and learning process

Lower the anxiety

Positive and conducive environment-routine in class

-classroom rules

-acceptable behaviour in class


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CORRECTION MEASURE

Solve the problem immediately

Stop the negative behavior

3 basics in forming students behaviour:-strong reinforcement

-punishment

-que


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BASICS IN FORMING THE

STUDENTS BEHAVIOUR


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1.STRONG REINFORCEMENT

Reinforcement is used to help increase the

probability that a specific behaviour will occur in

the future by delivering a stimulus immediately

after a response/behaviour is exhibited. Another way to put it is that positive

reinforcement is adding something that will

motivate the child (or individual) to increase thelikelihood they will engage in that behaviour

again.


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Positive reinforcement

works bypresenting a motivating/reinforcing

stimulus to the person after the desired

behavior is exhibited, making the behavior

more likely to happen in the future.


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Example of positive reinforcement:

A mother gives her son praise (positive

stimulus) for doing homework (behavior).

The little boy receives $5.00 (positive

stimulus) for every A he earns on his report

card (behavior).

A father gives his daughter candy (positive

stimulus) for cleaning up toys (behavior)


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Negative reinforcement

occurs when a certain stimulus (usually anaversive stimulus) is removedafter a particularbehavior is exhibited. The likelihood of theparticular behavior occurring again in the future

is increased because of removing/avoiding thenegative consequence.

Negative reinforcement should not be thought ofas a punishment procedure. With negative

reinforcement, you are increasing a behavior,whereas with punishment, you are decreasing abehavior.


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EXAMPLES OF NEGATIVE

REINFORCEMENT:

Bob does the dishes (behavior) in order to

avoid his mother nagging (negative stimulus).

Natalie can get up from the dinner table(negative stimulus) when she eats 2 bites of

her broccoli (behavior).


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2. PUNISHMENT

Punishment is a process by which a

consequence immediately follows a behavior

which decreases the future frequency of that

behavior. Like reinforcement, a stimulus can beadded (positive punishment) or removed

(negative punishment).


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What is Positive Punishment:

Positive punishment works

bypresentinga negative

consequence after an undesiredbehavior is exhibited, making the

behavior less likely to happen in the

future.


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examples of positive punishment:

A child picks his nose during class (behavior)

and the teacher reprimands him (negative

stimulus) in front of his classmates.

A child grabs a toy from another child

(behavior) and is sent to time out (negative

stimulus


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negative punishment

Negative punishment happens when a certain

desired stimulus is removedafter a particular

undesired behavior is exhibited, resulting in

the behavior happening less often in thefuture. The following are some examples of

negative punishment:


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Example of negative punishment

For a child that really enjoys a specific class, suchas gym or music classes at school, negativepunishment can happen if they are removed from

that class (desired stimulus) and sent to theprincipals office because they were actingout/misbehaving (behaviour).

If a child does not follow directions or acts

inappropriately (behaviour), he loses a token forgood behaviour (desired stimulus) that can laterbe cashed in for a prize.


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3. PROMPTS

Increase students involvement in forming

acceptable behaviour

Response : response to others behaviour to

(gesture, physical, words)

Stimulus : adding and removed

Eg: The teacher meets the class at the door

and gestures for everyone to be quiet and

points to the math activity on the board.


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4. QUE

Differentiate object or concept


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The Teacher as a

Classroom Manage


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An effectiveclassroom organizationplan involves advance

planning of a lesson,from beginning to end,

using a variety ofprocedures.


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For the teacher, this

means utilizing classroommanagement techniques

all throughout the lessonin order to maintain a

consistent learning

atmosphere.


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Such techniques

involve focusing

on the wholeclass,rather than onindividual students and

their behavior.


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Why..do we need tobecome a

MANAGER?


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Because teachers are

watchedby thirty fiveor more pairs of eyes at atime, it is crucial that

teachers focus on

procedures that enforce

his or her role as amanager.


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To review, procedures

are classroom methodsfor accomplishing daily

routines and otherspecific activities that

recur frequently in

classrooms


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An effective classroom

plan usually has 90%classroom

managementand10% teaching new

material.


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WHAT ISTHE

RESULT?


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Students will

constantly testthe teachers reaction toall classroom

management issues. In

this respect,

consistency is thekey.


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Main topic:

PLANNING


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Content BasedProcedures

Beginning the

Lesson


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Once the teacher has

acquired controlofthe class, she or he is

ready to teach new

material


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A.

Maintaining

On-task

behavior


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- Students

should be

preparedforthe main task

of the lesson.


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Give the students

a feeling of

diversityand

excitement.


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B. FinalWords


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- With time, students

should knowthebasic routines and

procedures of a

lesson.


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What is the main

SCENARIO?

Cl t


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Classroom management

techniques and activities in

conclusion, should befocused on the whole

class rather than on

individual students in

order to maintain an ongoingeffective and consistent

classroom organization system.

techniques in forming students behaviour

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