Increasing Appropriate Student Behaviors
Often increasing appropriate student behaviors can be accomplished by simple reward and positive reinforcement. However, each teacher needs to understand and learn that what reinforces one student may not always reinforce another. For example, telling a student who had the best report that they get to present it orally in front of the class may be more of a punisher or disincentive than a reward or incentive. Hence, we need to learn what makes our students "tick." What makes one tick or be happy may make another unhappy.
Assuming that we know what makes our students happy, we should: 1) Communicate many, simple, positive comments or statements to them when they do something that is appropriate or acceptable to us. (2) Give something like "happy face stickers" or "stars" to reinforce them for appropriate performance. (3) Reinforce through positive nonverbal behaviors, such as a smile for good behavior or a pat on the back for a job well done. (4) Watch our potential behavior problems and when they do something well or good, reinforce them for "being good." Watch for a positive change in the disruptive student and reinforce the change. (5) Set a positive example by exhibiting the kinds of appropriate behaviors we want our students to model and perform in our classroom. (6) Maintain our self-control and our sanity at all times. When we are in control and seem calm, the students are more likely to exhibit the appropriate, desirable behaviors. When we are out of control or seem unstable, even the best students might think of misbehaving. (7) Attempt to remove any or all negative elements from our communication style, our classroom, or the school. This seems difficult if not impossible, but if we can remove some negative consequences, then students might have better behavior. (8) Treat each student fairly, equally, and not have favorites. If we show favoritism, we will increase the likelihood of inappropriate behavior, whereas, not having favorites will increase the likelihood of appropriate student behaviors.
Chapter Ten - 138 Decreasing Inappropriate Student Behavior
Often decreasing inappropriate student behavior is as simple as giving a small negative consequence or taking away a small, positive consequence. However, when decreasing inappropriate student behavior we must remember that what works for one student may not work for the next student. We must determine what will work for each individual student when attempting to decrease inappropriate behaviors. We don't want to inadvertently reward inappropriate behavior.
Given the above, there are several things we can do to guarantee that inappropriate student behaviors decrease: (1) Never reward or be positive about inappropriate student behavior. If necessary be neutral, but never positive. Often if you seem neutral, students might assume you are not in favor of that particular behavior. (2) As immediately as is possible, following an inappropriate behavior or action, correct it, and show the student the appropriate behavior. (3) Never embarrass or make the student the focus of excessive attention for her or his inappropriate behavior. This might not decrease it. It might increase it. (4) Clearly state at the beginning of class or on a syllabus, the consequences of inappropriate behavior. (5) Clearly state what is "inappropriate behavior" in your class. (6) Learn to ignore minor misbehaviors and perhaps they will decrease. (7) Move around your classroom, be dynamic, keep students alive and interested in the subject, They will have less time to misbehave or think of things to do to irritate you and others. (8) Do not overlook or ignore clear-cut infractions of the rules. Apply simple, direct, immediate reprimands and let it go. Never dwell on what a student did that was negative. We should try to dwell more on the positive things our students do.
Guidelines for the Use of Punishment
Let's keep in mind, punishment is negative. Hence, we should try every possible communication strategy or alternative we can think of before we resort to punishment.
Punishment is only effective if administered firmly and immediately following the undesirable behavior. In addition, punishment should always be communicated in a calm, matter-of-fact voice and manner. One should never lose control, scream, yell, rant, and rave when punishing a student.
Next, never belittle or call the student names when punishing. Select one behavior and punish the behavior, not the child. In addition, you should determine whether the misbehavior was intentional or unintentional. This might determine the amount and length of punishment. The student should know why they are being punished.
The student should know how to earn back any positive reinforcers that have been removed (e. g., no listening to their headset for one class period). "Punishment should also match the crime." Don't make outlandish threats that you can't or never intend to carry out.
Keep in mind once we have punished a student, the relationship will never be the same. They may avoid us, distrust us, or even dislike us. Avoid blatant, harsh discipline for things or acts that are not that serious (e. g., chattering during class occasionally).
Lastly, we must remember punishment does not teach the correct behavior, it only punishes the incorrect behavior. Hence, we need to teach our students correct behaviors, lessening the likelihood punishment will be needed. When all is said and done, most school systems are abandoning the "punishment model" or the "spare the rod, spoil the child syndrome." In fact, most school systems would prefer to work with their students on a positive, incentive basis than on a negative, disincentive basis.
General Guidelines for Classroom Management
We will make this simple, direct, and understandable. (1) Each of us should clearly state or provide in writing to our students on the first day of class, the rules and procedures we expect them to follow. In addition, there should never be more than five simple rules or procedures. Whether we give them in oral or written format, we should ask for examples so our students know what we mean. (2) We should create a pedagogical environment in which students feel free to ask questions, communicate concerns, and be willing to make needed changes. In this type of person-oriented classroom environment, students are less likely to engage in undesirable behaviors or communication. (3) We should keep students interested in subject matter and time-on task exercises. This suggests we have to develop a more friendly, assertive, sociable, dynamic, and outgoing teacher communication style. If we can be more dynamic and interesting, the students will attend more, and behavior problems will decrease. (4) Through nonverbal and verbal immediacy and affinity building we can increase positive student affect. As student affect for us, the material, and the class increases, misbehavior decreases. (5) Lastly, we should avoid the use of antisocial or negative compliance techniques, when attempting to modify or control a student's misbehavior. Coercion has never taught the correct behavior in the past, why should we think it would work now? Often the more coercive power is used, the more it will be needed. The research strongly suggests the use of such techniques will lead to student resentment, dislike, and lowered affect.
Chapter Ten - 140
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