Principles of Behaviour Shaping - Essay Example

Behaviour Management Theories Introduction Teaching will likely become easier, more effective, and beneficial to students when the class behaved in an acceptable manner. However, this is not possible when the teacher involved is unaware of the likely reaction of students in a given classroom situation, the causes of misbehaviour, and appropriate behavioural management approach to reduce class misbehaviour. The following sections examine and discuss the various behaviour management theories, their key aspects, strengths, and weakness from a teacher’s perspective, reflection of beliefs about children and discipline, and critical review of behaviour management model’s level of success when applied to Secondary setting. . Examination of Behaviour Management Theories Group Dynamics – Fritz Redl and William Wattenberg The first behaviour management theory in text is group dynamics developed by emphasising the group behaviour influence in student misbehaviour. The key aspect of this theory from teacher’s perspective is the ability to understand and deal effectively with individual student behaviour through knowledge of group dynamics, influence techniques, situational assistance, and others . The strength of this theory is its focus on helping teacher manages classroom discipline more benevolently through comprehension of group behaviour and its effects on student’s individual behaviour . The weakness of this theory however is the fact that helping student’s identity underlying causes of bad and good behaviour is too complex, time consuming, and strenuous for teachers. Principles of Behaviour Shaping – B. F. Skinner This theory promotes the idea that voluntary behaviour is shaped by reinforcement or reward. Skinner is convinced that individual who received a reward after performing an act often repeat the act, try harder and even do better than the first act. . The strength of behavioural modification theory is that reinforcement can speed up learning and motivate student to study harder . However, its weakness is in its dependency of reinforcing stimulus that in kind may be taken as bribe in exchange for good behaviour and learning and therefore ineffective. Behaviour as Choice – William Glasser One of the key aspects of Glasser’s theory is reality therapy, a method in psychiatry to help people troubled by their past failures resolve their problems in the context of present reality . Another is behaviour by choice where teachers are encouraged to influence students in the choice of behaviour in school . The strength of this theory from a teacher’s perspective is its recognition of failure as discouraging factor in students’ quest for learning, behaviour as choice, and improving students’ behaviour through classroom engagement . Moreover, this theory seems helpful in administering classroom discipline, as students following a set of classroom rules, will be responsible for maintaining proper behaviour. The difficulty of putting the key aspects of this theory into practice and the tedious process involved in conducting classroom meeting and providing support to disheartened students however are its weaknesses. Lesson Management - Jacob Kounin The key aspects of Jacob Kounin’s Lesson Management theory include the importance “withitness” or the degree of teacher awareness in relation to students’ activities inside the classroom, overlapping or simultaneous monitoring of two or more classroom events, and lessons that keep students alert and involved . The strength of this theory is its emphasis on teaching ability as source of discipline . For instance, the degree of teacher awareness, ability to monitor events inside the classroom, effective presentation and maintaining lesson momentum can lead to well-behaving or disciplined class . Its weakness however is the fact that the theories key features takes time to effect, which is not practical for teachers seeking quick acting and effective misbehaviour control strategy. Congruent Communication – Haim Ginott Haim Ginott’s theory key aspects include “sane messages” which is referring to a type of congruent communication that do not impose guilt about students’ past behaviour but comforting words that all men are worthy and capable of making good decisions . Another important aspect is the need for teachers invites cooperation from their students rather than dictating what needs to be done whenever problem occurs in the classroom . The theory also features the “hidden asset” or teachers’ inner aspirations to help their students in the midst of overwhelming classroom difficulties . The strength of this Ginott’s theory is in its emphasis on the use of congruent or harmonizing words to improve student behaviour in class . For instance, the theory encouraged teachers to use appreciative praises and denounced use of sarcasm and punishment, invasion of students’ privacy, and use of guilt inflicting “why questions”. There seems no weakness in Ginott’s theory but in terms of behavioural control and order in the classroom, the theory in practice is not suitable for teachers seeking immediate solution because the theory requires time and repeated application before it yields any substantial result. Human Needs and Democratic Teaching – Rudolf Dreikurs The primary feature of this theory in terms of classroom discipline is its emphasis on human’s inborn need for belonging that Dreikurs claim can help students acquire self-discipline . This sense of belonging according to the theory will not come from students themselves but from their teachers who will treat them with respect and provide the needed attention . Another important aspect is development of self-control based on “social interest” where students assume responsibility for their behaviour and make reasonable decisions by themselves. The strength of Dreikurs’ theory is in its recognition of an active and socially equitable democratic classroom where students are independent and responsible, cooperative to each other, and enthusiastic about their education . Its weakness however is the fact that it will only work in democratic classroom and excessive reliance on students initiative to improve their behaviour. Assertive Discipline – Lee and Marlene Canter Contrary to other theory, Lee and Marlene Canter’s Assertive Discipline theory is encouraging teachers to “take charge” of the classroom through a structures teaching plan . The key aspects of this theory are the promotion of students’ “right to learn” and teachers’ “right to teach” rationale. Assertive discipline theory encourages a misbehaviour free classroom where students need to follow a clear set of rules, anticipate reward for good behaviour and punishment if they failed to do so, and teachers ready to apply the “distasteful” punishment. Complete control of the classroom is this theory’s strength while autocratic approach to classroom discipline is its obvious weakness . In fact, criticism made the Canters revised and improve this theory by adding mutual trust and respect and placing responsibility to overly passive (Non-assertive) and assertive teachers that is now expected to build trust and attend to students’ needs . Responsibility and Inner Discipline - Barbara Coloroso Believing that that the most important goal of education is to help students acquire acceptable behaviour, the Responsibility and Inner Discipline theory’s key aspects is the development of inner sense of responsibility and self-control among students . Another is letting students take full responsibility over their behaviour while keeping their dignity intact . From a teacher’s perspective, the strength of this theory is its emphasis on balanced classroom discipline where teachers’ behaviour toward their students counts. For instance, teachers promoting inner discipline are encouraged not to provoke anger, resentment, and further conflict but they can use the restitution, resolution, and reconciliation process for serious misbehaviour . Its weakness however is the fact that showing students what they have done wrong will make them guilty while keeping students’ dignity intact is somewhat difficult when they are embarrassed by the result of restitution and resolution process. Classroom Learning Communities – Alfie Kohn The Classroom Learning Communities theory developed by Kohn is a response to classroom discipline strategies that forces students to behave according to a set of classroom rules . For this reason, the key aspects of this theory include honouring students as individuals, development of knowledge and skills through experience, and transforming the classroom into learning communities . From a teacher’s perspective, this theory encouraged teachers to show respect for students, conduct classroom activities that promote interdependence between students, and hold classroom meetings where they can discuss learning opportunities and strategies, promote cooperation, establish strong teacher-students relationship, and promote fairness and compassion . Its weakness however is the fact that learning communities demands more than just helping students connect but control over their learning, facilitation of the process based on varying students’ interest, and resolving conflict. Reflection of Beliefs about Children and Discipline Children regardless of their age have rights as human beings and members of democratic society and therefore deserve a classroom discipline consistent with democratic values such as liberty, equality, and justice. As secondary school teacher for Stages 4 and 5, the most relevant theory in my opinion is Dreikurs’s Human Needs and Democratic Teaching mainly because I can take advantage of the primary driving force in our lives – sense of belonging . Sense of belonging according to refers to students’ sense of being accepted, valued, and included in the activity of the class. This inborn need according to is responsible for students’ willingness to participate and disciplined themselves. The theory is compatible with democratic classroom setting and therefore easier to implement and acceptable to majority of students. Another advantage of Dreikurs’s theory is the benefits that may be acquired when the classroom discipline applied is relevant and compatible with real goal of student behaviour . For instance, if students actually need to be involved in classroom activities, respected, and valued then misbehaviour will be less when their teacher treats them with respect and equality . Moreover, since social interest based self-control will likely result to students assuming responsibility over their decisions and behaviour , it will be easier to work with them and make decisions about their learning and behaviour in class. Critical Review of Dreikurs Model’s Level of Success when Applied to Different Stages of Secondary Setting Popular models and approaches to school discipline commonly include positive and assertive discipline, development of self-discipline, and democratic classroom environment . Dreikurs model incorporate three of these approaches – positive discipline and the last two approaches . In classroom behaviour management, the model has three important assumptions and these include students should be given a choice when it comes to their behaviour, their behaviour is motivated by a need to belong, and the need for teachers to model effective behaviours for students . Considering the democratic orientation and assumptions of Dreikurs Model above and the requirements of Stage 4 and 5 mandatory courses contained in History Years 7-10 Syllabus, the model will likely succeed in helping students attain the prescribed outcomes for objectives requiring development of skills necessary to undertake the process of historical inquiry and communicating their understanding of history . In stage 4 and 5 for instance, students are required to locate, selects, and organise relevant information from different sources including ICT and conduct basic historical research . In practice, these activities are nearly unworkable to students with unsatisfied social interest, deprived with sense of belonging, and an autocratic teacher doing nothing to help students develop personal initiatives and assume responsibility for their work . Note that mistaken goals of student behaviour entails attention seeking or tendency to interrupt others, power seeking or the tendency to show that the teacher cannot make him or her do anything, revenge seeking or malicious disruption of the class, and display of inadequacy where a certain student has no interest in learning and withdraw from any class activities . In contrast, students in democratic classrooms promoting a sense of belonging, being treated fairly their teacher, and actively involved in class decision making will likely accept the challenge, take full responsibility, fulfil the objectives, and comply with the expected outcome of Stage 4 and 5. Conclusion This study concluded that not all behaviour management theories are applicable to every classroom. Some theories are autocratic and too controlling in nature while others are democratic and promote self-discipline. Reflecting on children and discipline, the study selected Rudolf Dreikurs’s theory mainly because it promotes a classroom discipline that is sensitive to students’ rights and needs, compatible with democratic teaching, and applicable to Secondary setting. Reference List Board of Studies NSW. (2003). History Years 7-10: Syllabus. Australia: Board of Studies, New South Wales. Canter, L., & Canter, M. (1976). Assertive Discipline. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers (Sixth ed.). Australia: Pearson. Charles, C. M. (2012). Classroom Behaviour Management: Theory and Practice (Sixth ed.). Australia: Pearson. Coloroso, B. (1994). Responsibility and Inner Discipline. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers (Sixth ed.). Australia: Peason. Driekurs, R. (1972). Human needs and Democratic Teaching. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers (Sixth ed.). Australia: Pearson. Furlong, M. J., Gilman, R., & Huebner, E. S. (2014). Handbook of Positive Psychology in Schools: Taylor & Francis. Ginott, H. (1971). Congruent Communication. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers (Sixth ed.). Australia: Pearson. Glasser, W. (1965). Behaviour as Choice. In C. M. Charles (Ed.), Behaviour Managment: Positive Applications for Teachers (Sixth ed.). Australia: Pearson. Hudson, P. (2013). Learning to Teach in the Primary School: Cambridge University Press. Kohn, A. (2006). Classroom Learning Communities. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers (Sixth ed.). Australia: Pearson. Kounin, J. (1971). Lesson Management. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers (Sixth ed.). Australia: Pearson. Redl, F., & Wattenberg, W. (1951). Group Dynamics. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers (Sixth ed.). Australia: Pearson. Skinner, B. (1953). Behaviour Shaping. In C. M. Charles (Ed.), Behaviour Management: Positive Applications for Teachers: International Edition (Sixth ed.). Australia: Pearson. Strayhorn, T. L. (2012). College Students' Sense of Belonging: A Key to Educational Success for All Students: Taylor & Francis.  Read More