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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.