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Assignment 501 Task B

The document discusses theories of behaviour management and how they can be applied in the classroom. It analyzes Skinner's theory of operant conditioning which argues that behaviors are learned through reinforcement or punishment. It also examines Kounin's theory of preventative discipline which emphasizes teacher awareness and minimizing disruptions. The document then explains how the author applies these theories in their own classroom practice by setting ground rules with students, using rewards and punishments consistently, and working to engage students and address behaviors promptly. The goal is to create a safe, inclusive learning environment where rules are clear and followed.

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296 views

Assignment 501 Task B

The document discusses theories of behaviour management and how they can be applied in the classroom. It analyzes Skinner's theory of operant conditioning which argues that behaviors are learned through reinforcement or punishment. It also examines Kounin's theory of preventative discipline which emphasizes teacher awareness and minimizing disruptions. The document then explains how the author applies these theories in their own classroom practice by setting ground rules with students, using rewards and punishments consistently, and working to engage students and address behaviors promptly. The goal is to create a safe, inclusive learning environment where rules are clear and followed.

Uploaded by

frediizee Wins
Copyright
© © All Rights Reserved
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Download as DOC, PDF, TXT or read online on Scribd
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Task B

A) Analyse Theories of Behaviour Management

Behaviour is said to be the way in which one acts or conducts oneself,


especially towards others.
Anon (2017) argues behaviour management as a whole school approach,
aimed at creating a positive environment for learning and uses strategies that
encourage positive behaviour in schools. It involves a range of strategies to
reduce the chance of poor or antisocial behaviour. It is also about having
effective ways to deal with poor behaviour so that students can learn from
their mistakes and at the same time, take responsibility for wrongdoing.

A very popular behaviour theory is the Operant Conditioning by Burrhus F.


Skinner (1904-1990), who argues that behaviours are learnt through the
process of reinforcement by punishment or reward. Positive reinforcement
increases the likelihood of behaviour by giving a reward. Negative
reinforcement also increases the likelihood of behaviour by taking away
discomfort and lastly, punishment decreases the likelihood of behaviour, as
the person will want to avoid it. Learners are rewarded with praises, stickers
or sweets for following rules and performing well. But for those who fall
contrary or perform badly, punishment is given to them or denied some
privileges.

Another popular theory is that of Jacob Kounin (1912-1995) which talks about
preventative discipline. He says that teaching and discipline need to be
integrated and well managed. His key ideas include the ripple effect,
withitness, overlapping, effective transitions, group focus and satiation. Ripple
effect helps in discipline by asking a student to do something and others will
follow suit. If one is punished, others will see it and not do same. In the same
vein, if one is praised for doing something, others will try and copy to also be
recognised. Witthitness talks about teacher awareness as to whatever goes
on in the classroom. This is done by scanning the classroom by observing,
eye contact, being alert to sights and sounds, moving around and seating plan
with everyone in sight. Do not let the misbehaviour escalate before action is
taken so the teacher sees one off task, he needs to take action to send a
clear message to the whole class.

Behaviour needs to be managed properly as it will help to create a good


learning environment by empowering, motivating and stimulating learners to
learn. A classroom with behaviour problems with no rules to check it brings
disorderliness with no effective teaching and learning done.
In promoting good behaviour in class, there is the need for mutual respect,
participation of all, negotiated ground rules, collaboration, celebrate
successes, meet and greet them at the door, good and clear communication
and letting every learner to feel valued. Out of class, there is the need ensure
effective feedback to parents with behaviour patterns of learners.
Bad behaviour may be seen in talking over each other, disturbing, passive
and offensive behaviour, coming in late, not meeting deadlines, extreme
passivity, discriminatory manners, non-attendance as well as eating and
drinking in class.

Teachers have been empowered to punish poor behaviour. The Department


of Education also expects every school to have a behaviour management
policy. Wilson L. (2014:125) argues that in dealing with disruptive behaviour,
you can chose ‘telling off’, reminding learners of ground rules and also,
promote mutual respect amongst them. With this in mind, it is very important
to manage behaviour in class to avoid discrimination, deliver lessons
effectively to achieve outcomes and control the class. It also helps to promote
mutual respect amongst learners and staff, prevent adverse health and safety
issues, set precedence as to what is expected and to maintain law and order.

B) Explain how own Practice in Creating and Maintaining a


Safe, inclusive Teaching and Learning Environment has Taken
into Account of Theories of Behaviour Management

Effective behaviour management is essential in class for learning to take


place. There is thus the need for me to maintain orderliness and control
disruptive behaviour from escalating to conflicts.

With Burrhus F. Skinner’s and Jacob Kounin’s theory in mind, I will make sure
there are mutually agreed ground rules set by the students and myself. With
their involvement in this process, it will make easier for compliance as they
already know the consequences if not complied with. Will be reminding them
regularly of these rules to reduce inappropriate behaviour. Praises, stickers,
certificates will also be given to students as rewards for displaying correct
behaviour, which then increases the likelihood of it being repeated as it
trickles down to other students. The reward and consequence system will help
my students to abide by rules to ensure orderliness and create a good
learning environment. Rewards like special treats, stickers and certificates for
doing and bringing in homework on time, doing neat work, being helpful and
contributing in a positive way to lessons. Punishment such as taking away
privileges, detention and exclusion as laid out in the school disciplinary policy
will be given for being disruptive, not meeting deadlines and being rude.

In doing all these, I will make sure there is enough lighting, ventilation, heating
and all health and safety measures complied with, for my learners to feel safe
and comfortable in the environment in which they find themselves. Will
consider the special needs of all learners and its effect on their behaviours.
Will use various forms of presentation to cater to their various needs so none
will feel left out and get frustrated. Will be flexible in my teaching with the use
of visual, auditory, read and write and kinaesthetic activities to bring variety in
the class.

Another area that I will also focus on is keeping them engaged with meet and
greet at the door, more group works, eye contacts to check them and a
seating plan based on their needs. In keeping eye contact, will be able to see
those doing the right things and praises given accordingly and also, those
doing bad things warned and reprimanded as such.
References

Ackerman, J. M. (1972): Operant Conditioning techniques for the classroom


teaching. Scott, Foresman and Company, Illinois, USA.

Bates B. (2016), Learning Theories Simplified. London, United Kingdom:


SAGE Publications Limited.

Kounin, J. (1977). Discipline and group management in classrooms. New


York: Holt, Rinehart, and Winston.

Wilson, L. (2014) Practical teaching: A guide to teaching in the education and


training sector: A guide to teaching in the lifelong learning sector. 2nd ed.
London, United Kingdom: Cengage Learning EMEA.

Woollard, J. (2010) Psychology for the Classroom: Behaviourism. Oxford,


UK, Routledge/David Fulton Education.

Anon, (2017), [online] Available at:


http://www.education.gov.pg/quicklinks/documents/edu-policies/TIP-
Behaviour-Management.pdf [Accessed 1 May 2017].

Anon, (2017), [online] Available at:


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/
488034/Behaviour_and_Discipline_in_Schools_-
_A_guide_for_headteachers_and_School_Staff.pdf [Accessed 1 May 2017].

Education.seattlepi.com. (2017). Cite a Website - Cite This For Me. [online]


Available at: http://education.seattlepi.com/apply-behaviorist-philosophy-
classroom-3322.html [Accessed 11 May 2017].

Google Books. (2017). The Behaviourist in the Classroom. [online] Available


at: https://books.google.co.uk/books?
hl=en&lr=&id=jOs0Sb2g9psC&oi=fnd&pg=PP2&dq=behaviourism+in+the+cla
ssroom&ots=_-PmAC0rRZ&sig=z3qQ-HA-GcwgG3MnM2D-
rrSFmQY#v=onepage&q=behaviourism%20in%20the%20classroom&f=false
[Accessed 11 May 2017].

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