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Lunch Committee
Punishment
Classical Conditioning
Premack
Operant Conditioning
Dreikurs
Reinforcement Schedules
Token Economy
Potency
Buying Good Behaviour
Shaping
Honour Card
Extinction
Assignment
Lunch Committee…
•
Problem:
•
Proposing Solutions: The local superintendent, the principal and the
MANY CLASSES IN OUR SCHOOL SEEM OUT OF CONTROL
parent-teacher advisory committee recognize …
1. to ensure positive behaviours you can try to use
1.
2.
3.
4.
5.
higher level reasoning in students, or
Morality (character education), or
medication, or
expulsion, or
empathy, etc.
2. Such practices don’t always work
1. especially as a first-order practice, or
2. first-order line of defence
•
Task: Is there any other kind of behaviour management
technology that we can use in the school in order to get
stable classrooms?
Classifying Behaviour Problems
• Psychological
– Externalizing
– Internalizing
--------------------• Philosophical/Paradigms
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Medical
Psychological
Behavioural
Cognitive
Ecological
Ethological
Social
• Educational
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Hyperactivity
Rule-breaking
Juvenile delinquency
Withdrawal
Autism
PDD
Psychosis
------------------------• One Model--Dreikurs
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Attention-seeking
Power
Revenge
Helplessness
Classical Conditioning
Unconditioned
Stimulus
Unconditioned
Response
Neutral Stimulus
NS
NS
No Response
+
US
=
UR
CR
Operant Conditioning
• Principles
• Law #1
– Three laws
– Considerations
– Techniques
– Behaviour that is followed
by a “good effect” tends to
be repeated.
• Law #2
– Behaviour that is followed by
“no effect” tends to be
extinguished.
• Law #3
– Behaviour that is followed by a
“bad effect” tends to be
suppressed.
Behaviour
Encouraged
Stimulus
Presented
Stimulus
Removed
or
Withheld
Behaviour
Suppressed
Positive
Reinforcement
(Reward)
Type 1
Punishment
(Additive)
Negative
Reinforcement
(Escape)
Type II
Punishment
(Subtractive)
Schedules of Reinforcement
Intermittent
Interval
(time)
Fixed Variable
Every 5min
-------------U Shape
Response
Random
Times
--------------Slow Steady
Response
Ratio
(#)
Fixed Variable
Every 5 C
---------------High Rate of
Response
Random
Rate
-------------Very High Rate
of Response
Potency of Reinforcement
• Proportional to the probability of strengthening
•
behaviour
Which would be more potent?
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Potency of Reinforcement
• Different degrees...
• Who values grades more?
Athlete
Ontario
Scholar
Potency of Reinforcement
• Differ at different times…
• Who will work for food?
“Just eaten
thanks”
“I missed
lunch today”
Shaping
• Learning a response through
successive approximations to that
response.
Extinction
• Behaviour
Gradual
Time
Extinction
• Behaviour
Recovers with Sr
Time
Extinction
• Behaviour
Surge
Time
Premack Principle
• Behaviour that has a high
frequency of occurrence can
be used to reward behaviour
that has a low frequency of
occurrence.
• “If you sit quietly and
•
•
work for 10-minutes
you can run for 5
minutes.”
THEY COMPLY…THEN…
Punishment
•
Not advisable in education
•
Why is it used?
1. Negative reinforcer for teachers
• That is, when you punish… the
behaviour is suppressed and
you are rewarded (via negative
reinforcement, i.e., it removes
or stops the noxious stimuli
temporarily…)
• First law…
2. Administrative expectations
(principals, parents, politicians…)
Dreikur’s Method
• Teacher’s
feeling is
diagnostic
.
Attention getting
Power and Control
Do I feel…
annoyed?
Do I feel…
beaten or
intimidated?
Revenge
Helplessness
Do I feel…
wronged or hurt?
Do I feel…
incapable?
From: C. H. Wolfgang (1995) “Solving Discipline
Problems” (3rd ed.). Boston: Allyn & Bacon.
Techniques with the “Attention-Getting”
• Minimize the attention
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Ignore the behaviour
Give “the eye”
Stand close by
Mention the student’s name while
teaching
– Send a secret signal
– Give written notice
– Give an I-message
• Legitimize the behaviour
– Make a lesson out of the
behaviour
– Extend the behaviour to its most
extreme form
– Have the whole class join in the
behaviour
• Distract the student
• Do the unexpected
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Turn out the lights
Play a musical sound
Lower voice to a whisper
Change your voice
Talk to the wall
Use one-liners
Cease teaching temporarily
• Notice appropriate behaviour
– Thank the students
– Write names of well-behaved
students on the board
• Move the student
– Change the student’s seat
– Send the student to the thinking
chair
– Ask a direct question
– Ask a favour
– Change the activity
From: C. H. Wolfgang (1995) “Solving Discipline
Problems” (3rd ed.). Boston: Allyn & Bacon.
Techniques re “Power” and “Revenge”
• Make a graceful exit
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• Use
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Acknowledge student’s power
Remove the audience
Table the matter
Make a date
Use a fogging technique
• Agree with the student
• Change the subject
time out
In the classroom
In another classroom
In the office
In the home
Enforcing time out
• The language of choice
• The who squad
Setting the duration for time out
• Set the consequences
– Establishing consequences
– Presenting consequences
– Guidelines for effective consequences
• Related consequences
• Reasonable consequences
• Respectful consequences
– Consequences vs punishments
– Choosing the consequence
• Loss or delay of activity
• Loss or delay of using
objects/equipment
• Loss or delay of access to school
areas
• Denied interactions with other
students
• Required interactions with school
personnel
• Required interactions with parents
• Required interaction with police
– Restitution
• Repair of objects
• Replacement of objects
– Student response to consequences
Techniques with the “Helpless”
• Use concrete learning materials and
computer assisted instruction
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Attractive
Self-explanatory
Self-correcting
Reusable
• Teach one step at a time
• Provide tutoring
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Extra help from teachers
Remediation programs
Adult volunteers
Peer tutoring
Learning centers
• Teach positive self-talk
– Post positive classroom signs
– Two “put-ups” for each “put-down”
– Use self-talk before class
• Make mistakes okay
– Talk about mistakes
– Equate mistakes with effort
– Minimize effects of making mistakes
• Build confidence
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Focus on improvement
Notice contributions
Build on strengths
Show faith in students
Acknowledge the difficulty of a task
Set time limits on tasks
• Focus on past success
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Analyze past success
Repeat past success
• Make learning tangible
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“I-can” cans
Accomplishment albums
Checklists of skills
Flowchart of concepts
Talk about yesterday, today & tomorrow
• Recognize achievement
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Applause & standing ovations
Stars and stickers
Awards and assemblies
Exhibits
Positive time out
Self-approval
Some other intervention models
• Rogerian (emotionally supportive)
• Transactional analysis (Berne)
• Glasser’s Reality Therapy
• The Positive Discipline Model (Jones)
• Assertive Discipline (Canter & Canter)
• The Dobson “Love & Punishment Model”
• Applied Behaviour Analysis (Madsen)
• Social Discipline Model (Dreikurs)
From: C. H. Wolfgang (1995) “Solving Discipline
Problems” (3rd ed.). Boston: Allyn & Bacon.
Real Economy
• Income: Labour, Sales, Capital
• Expenses
– Space…Rent / Mortgage
– Services: Gov’t, police,
teachers, medical, roads, etc.
– Taxes, fines, charities…
• Interest, credit, banking,
counterfeiting, theft, fraud, etc.
Micro-society
Courts
Newspapers
Legislature
Banking
Stores
Money
Taxes
Rent
Tuition
Fines
Group assignment
• Describe three different practices /
strategies to increase a desirable
behaviour.
•Describe three different
practices / strategies to get rid
of an undesirable behaviour.
Consider Dreikurs strategies, the three laws of behaviourism, various
behavioural practices like “Shaping” and the “Premack Principle,” and
concepts like Reinforcement, Potency, Scheduling, etc…