Draws from school of Behaviourist Psychology Ivan Pavlov : Pavlovs dog, stimulus and response.

Watson (1914) : Psychology as the behaviourist views it Classical Conditioning Operant Conditioning Skinner believed all human behaviour could be explained in terms of responses to environmental stimuli In particular student behaviour can be controlled with a schedule or program of reinforcement

1. 2. 3.

Defined as The reinforcing of behaviour and the reinforcing of its relationship to specific consequences . (Fetherstone, 2006, p108) In other words people operate (work, manipulate) on their environment to gain what they desire (reward). Essential to these views are the knowledge of: Overt or observable behaviour What reward is appropriate for that behaviour When the reward or reinforcement should be applied Four methods of reward/punishment: Positive and Negative reinforcement, punishment and extinction

...refers to the increase in the likelihood or probability of a response that is followed by a favourable consequence. (Kazdin, 2001, p50) For example, a pigeon is awarded food for performing a certain type of behaviour and this behaviour is likely to be repeated. Types of positive reinforcers: food and consumables, social reinforcers, high probability behaviours, feedback and tokens.

...refers to the increase in the likelihood or probability of a response by removing an aversive event immediately after the response has been performed. (Kazdin , 2001, p53) For example if a pigeon experienced a continuous electric shock the pigeon is more likely to peck the bar to cease such an aversive event. This is similar to taking a headache tablet for a migraine. By withholding punishment for a student this is likely to illicit the desired response from the student.

...is the presentation or removal of a stimulus or event after a response, which decreases the likelihood or probability of that response. (Kazdin, 2001, p56) For example a pigeon is likely to stop or decrease the behaviour of pecking a bar if it receives an electric shock. A punishment is ...any stimulus or event that is perceived by the student as bad or aversive. (Edwards & Watts, 2008, p64) Punishment is seen as a last resort. It is applied only after positive approaches have been exhausted or when a quick resolution to a situation is needed.

...refers to the cessation of reinforcement of a response that results in a decrease in the likelihood or probability of the behaviour in the future. (Kazdin , 2001, p 57) For example if all reinforcers (rewards and punishment) are withdrawn for a pigeon pecking a bar then the pigeon is likely to lower the frequency of this behaviour or cease altogether. Examples of extinction include: 1. The withdrawal of attention (ignoring). 2. Response cost (fines of money and time). 3. Time outs (the withdrawal of peer reinforcers).

Has been shown to increase the quality and quantity of schoolwork Has been shown to eliminate discipline problems Will reinforce positive behaviours When appropriately used, it is one of the most powerful behaviour changing tools The most frequently used and most popular strategy

May cause children to lose interest in learning when rewards are not supplied and replace intrinsic motivation The more that rewards are used, the more they are seen to be needed Impractical to always give reinforcement immediately May distract or interrupt the desired behaviour May need two or three different reinforcement programs to decrease or eliminate undesirable behaviour

Has been shown to increase desired behaviours Value of the strategy is often underestimated

Requires an ongoing averse event that can be terminated when the desired behaviour occurs (nagging, pain, loud noise) Must be delivered frequently before reinforcement can occur Often leads to undesirable side effects Often difficult to administer and must be carefully controlled so that it can be terminated immediately and as soon as the desired behaviour occurs Can result in aversive and avoidance behaviour

May be effective in the short term Results in students rapidly being able to distinguish between acceptable and unacceptable behaviour May reduce the incidence of inappropriate behaviour in all class members Reduces the probability of occurrence of unacceptable behaviour Many situations exist in which it seems effective and desirable when there is no other option

Does not show how to behave and does not lead to desired behaviour May cause resentment, withdrawal, aggression, fear or avoidance May create a negative reaction in peers May stop students from learning May have long term negative effects on feelings towards learning Students may become sneaky to avoid getting caught The punishment must be applied immediately and consistently May backfire if students enjoy the extra attention More likely to have negative side effects than positive side effects

Possible that this strategy has fewer aversive side effects than punishment Leaves the person in the learning position Works well with positive reinforcement to reduce inappropriate behaviour and increase positive behaviour

May spend a considerable time to reach the desired behaviour May be difficult not to attend to some behaviours eg. Destructive or disruptive behaviour May have emotional side effects such as frustration, anger and confusion

Teachers should insist on responsible Behavior Failure to teach comes from poor class control Firm control maintained humanely is liberating. Teachers have basic rights as educators

Students have basic rights as learners Teachers must clearly states the expectations, consistently apply the consequences, and never violates the best interests of the pupils The assertive teacher is more effective than the nonassertive or the hostile teacher

Stating and teaching expectations early Persistence in stating expectations and wishes Use of a clear, calm, firm voice and eye contact Use of non-verbal gestures that support the verbal statements Influencing student behavior without threats or shouting Broken record technique

1. 2. 3. 4. 5.

Recognize and remove roadblocks to assertive discipline Practice the use of assertive response styles Learning to set limits Learning to follow through on limits Implementing a system of positive assertions

Develop good class control Student expectations are clearly stated Rules and limitations are also clearly stated Helps build classroom respect Positive, caring, and productive classroom environment

With out student/teacher respect model will not work Teaching style may not fit the needs of all students Can be a bad way to start off the year Teachers can become over controlling

Teacher: "Vince, you have work to do. Get away from that window and sit in your seat." Student: "But I want to see the cop give that guy a ticket." Teacher: "I understand, but I want you to sit down now." Student: "'Just one minute, OK?" Teacher: "'No, Vince, I want you to sit down now. Student: "Aw, OK." If student does not obey after third time, then consequences should be placed into action

First of all humans are social beings. Thus, all behavior, including misbehavior: is orderly, purposeful and, directed toward achieving social approval -Adler believed that the central motivation of all humans is to belong and be accepted by others

Attention getting Power and control Revenge Helplessness or inadequacy

If the teacher feels annoyed, then the childs goal is attention getting. If the teacher feels beaten or intimidated, then the childs goal is power. If the teacher feels hurt, then the childs goal is revenge. If the teacher feels incapable, then the childs goal is helplessness.Preventing discipline problems:

A. Attention Getting Minimize the Attention - Ignore the behavior, stand close by, write a note Legitimize the Behavior - Create a lesson out of the behavior, have the class join in the behaviors Do the Unexpected - Turn out the lights, play a musical instrument, talk to the wall Distract the Student - Ask a question or a favor, change the activity Recognize Appropriate Behavior - Thanks students, give the a written note of congratulations Move the Student - Ask the student to sit at another seat, send the student to a "thinking chair" B. Seeking Power and Control Make a Graceful Exit - Acknowledge student's power, remove audience, table matter for later discussion, Use a Time-Out Apply the Consequence

C. Seeking Revenge Same as for "Contest for Power"

D. Displaying Inadequacy Modify Instructional Methods Use Concrete Learning Materials and Computer-Enhanced Instruction Teach One Step at a Time (or break instruction into smaller parts) Provide Tutoring Teach Positive Self-Talk and Speech Teach that Mistakes are Okay Build Student's Confidence Focus on Past Successes Make Learning Tangible Recognize Achievement

Dreikurs did not believe in the use of punishment, reinforcement or praise. Instead, he believes that natural/logical consequences and the process of encouragement are the most useful techniques for preventing discipline problems.Praise vs. Encouragement According to Dreikurs, encouragement is more important than any other aspect of child raising because a misbehaving child is a discouraged child. Encouragement corresponds so well to childrens goals. Children seek approval and encouragement is a legitimate way to do it Encouragement focuses on effort rather than achievement, so it gives positive feedback to children who are trying hard but may be unsuccessful. Encouragement motivates them to continue trying. Praise is very different from encouragement. It focuses on the level of achievement.

If a student writes on the walls of the school, The teacher may keep her after school (punishment) The teacher may ask the student to clean the walls (logical consequence) If a student damages classroom materials, The teacher may send a note to the students parents (punishment) The teacher may prevent the students use of classroom materials until he chooses to use them properly (logical consequence) If a student is late for the class, The teacher may keep her after school (punishment) The teacher may ask the student to wait at the door until she receives a signal that her late arrival will no longer disturb the class (logical

Promotes a degree of autonomy for students. It incorporates a preventative approach to discipline. It helps students to understand why they behave as they do. It helps students to learn correct behavior. It promotes mutual respect between teachers and students. It relies on logical consequences instead of arbitrary punishment and systematic reinforcemen It helps teacher focus on causes for behavior before they take action.

Teachers have trouble determining the actual motives of their students. Students may not admit their real motives, either because they believe that their motives are unacceptable or because they do not know what they are. Teachers may find it difficult to respond to students in a non-controlling way. Teachers may have a problem dealing with the complexity of engaging in a dialogue with their students.