Transcript BF Skinner

CLASSROOM MANAGEMENT
PHILOSOPHIES
B.F. Skinner by Julie Kasper
Lee And Marlene Canter by Robert Ballard
Fredrick Jones by Jason C. Leib
Marvin Marshall By Angela Thompson
B.F. SKINNER
Classroom Management Philosophy
 B.F.
Skinner's theories on discipline in the
classroom have helped to mold the way
teachers instill discipline in their students for
decades. His theories were not directed at
classroom behavior, but his findings

Have influenced and led the way in many
classroom discipline methods since the 1960s
MAIN POINTS OF HIS THEORY
•
B. F. Skinner’s entire system is based on
operant conditioning. The organism is in the
process of “operating” on the environment, which
in ordinary terms means it is bouncing around its
world, doing what it does. During this
“operating,” the organism encounters a special
kind of stimulus, called a reinforcing stimulus,
or simply a reinforce. This special stimulus has
the effect of increasing the operant -- that is, the
behavior occurring just before the reinforce.
A
behavior followed by a
reinforcing stimulus
results in an increased
probability of that
behavior occurring in
the future.
•
Reinforcement
–
A positive reinforcement is "a stimuli following an event
that causes this event to occur again or speed up." This is
where if a student does something that is pleasant, that
student recieves a reward. Examples of this is where a
student is given praise or a piece of candy for turning in
their project on time as asked.
–
A negative reinforcement is "contingency removal of
aversive stimuli." A common misconception of negative
reinforcement is the same as punishment. However,
negative reinforcement is where a student has something
that is unpleasant, taken away from them for doing
something good. Examples of this would be to give the
student a "no homework" pass or take away a day of a week
long detention for good behavior.
A
punishment is "a consequence following a
behavior that decreases the likelihood of the
behavior occuring again." This occurs when a
student has done something bad like break a
classroom rule or social standard. Thus one of
two things can happen. Either an unpleasant
stimuli is given to the student such as an extra
essay assignment, or a pleasant stimuli is
taken away from a student such as taking
away Preferred Activity Time or removing
their chair.
STUDENT’S THOUGHTS AND FEELINGS
A
major complaint of many
critics is that all of Skinner's
experiments were done on
animals and allow no room for
independent decision making,
that all men are equal in their
ability to think and to respond
Creating an orderly and stable classroom
environment has helped provide the essential
foundation for improving classroom behaviors,
study habits, and organizational skills. The key
is to be consistent in applying the positive and
negative consequences. When students are
learning new behaviors such as positive social
skills, a combination of the following strategies
has demonstrated the most success:
Modeling
Rehearsing appropriate behavior
Role Playing
Continuous Reinforcement
Prompting
TEACHER CONTROL IN ESTABLISHING
RULES
 Skinner
believed that teachers
should supply immediate feedback to
students- ie. not allow students to
complete a complete worksheet
before giving feedback The teacher
should work with students on one
question at a time, not allowing
students to continually make the
same mistakes repeatedly .
•
•
•
•
Contingency Contracting This contract between the student
and teacher specifies what behaviors are appropriate and which
are not by listing what types of rewards or punishments will be
received.
Token economy In a token economy, students are given some
type of token for appropriate behaviors, and those tokens can
later be exchanged for prizes or privileges.
Incentive System Applying an incentive system should involve
all students in the classroom. It would be designed to shape a
misbehaving child's behavior. For example, this system could be
set up to reward the whole class for total class compliance
Encouragement System The teacher could focus on one target
behavior to work on with the erring student, at first ignoring his
other misbehaviors. For instance, the teacher could give the
offender a reward card. For every problem that student completes
correctly, he would get a hole punched in his card. After so many
holes, the student would be rewarded some kind of prize, like
candy. Make it sugar-free, please.
Teachers
and school
districts determine
classroom rules and what
are the punishments and
reinforcements that go
along with breaking or
obeying those rules.
SITUATION

1)
2)
3)
Students working in small groups on a project.
One student begins to talk in an angry way to
another of his group members, stands up, and
tosses papers aside.
Using your author’s theoretical approach, how
would you talk to or communicate with the
student?
How might your actions be affected if the
student were of a different ethnic group from
you?
Based upon what you discovered from your
author, what do you feel would need to be said
to that student and what might you say?
RESPONSE TO SITUATION: B.F. SKINNER
B. F. Skinner’s operant conditioning theory of
motivation is that the consequences of our past
actions influence our future actions in a cyclical
learning process.
 The key is to be consistent in applying the
positive and negative consequences. He believed
teachers should supply immediate feedback. In
the case of the student talking in a angry tone
with his group members and tossing the paper
aside the teacher would handle the situation by:
 Offering some sort of positive reinforcement that
is especially preferred by the student which is
contingent upon group success.

RESPONSE TO SITUATION: B.F. SKINNER
 B.F.
Skinner, stated that "the
consequences of an act affects the
probability of it occurring again."
 Unless children are rewarded for good
behavior, and punished for violent
behavior, they will not learn to control
themselves.
 The combination of positive and negative
reinforcements will largely determine how
a person behaves later in life.
LEE AND MARLENE CANTER
Philosophy of Classroom Management
DEGREE OF TEACHER CONTROL
Assertive
discipline is an
approach to classroom
management developed by Lee
and Marlene Canter. It involves
a high level of teacher control in
the class.
DEGREE OF STUDENT CONTROL
 Assumptions
of this approach include:
Students will misbehave. Students must
be forced to comply with rules.
 Punishment
will make students avoid
breaking rules and positive reinforcement
will encourage good behavior.
CONCERN FOR STUDENT’S THOUGHTS AND
FEELINGS
 There
is concern for the students feelings
as teacher’s are not to be seen as hostile
toward the students.
 The
underlying goal of assertive
discipline is to allow teachers to engage
students in the learning process
uninterrupted by students’ misbehavior.
THEORETICAL BASIS
In
1970 Lee began serving as a
psychiatric social worker for
children in southern California.
He soon realized that if teachers
were trained to manage their
students’ behavior, they could
have a positive impact on those
students’ lives.
CHILDREN’S DECISION MAKING
External
focus of control
where rules and
consequences are
determined by an
authority figure and
students are told they can
choose to obey or not.
MAIN POINTS OF THE THEORY
 Recognizing
and supporting them
when they behave appropriately, and
on a consistent basis letting them
know you like what they are doing.
 Students obey the rules because they
get something out of it.
 Students understand the
consequences of breaking the rules.
TEACHER REACTIONS
•
•
•
•
•
Dismiss the thought that there is any
acceptable reason for misbehavior.
Decide which rules (4 or 5 are best) you
wish to implement in your classroom.
Determine negative consequences for
noncompliance.
Determine positive consequences for
appropriate behavior.
List the rules on the board along with
the positive and negative consequences.
HANDLING MISBEHAVIOR
 The
approach maintains that
teachers must establish rules and
directions that clearly define the
limits of acceptable and
unacceptable student behavior, teach
these rules and directions, and ask
for assistance from parents and/or
administrators when support is
needed in handling the behavior of
students
SITUATION

1)
2)
3)
Students working in small groups on a project.
One student begins to talk in an angry way to
another of his group members, stands up, and
tosses papers aside.
Using your author’s theoretical approach, how
would you talk to or communicate with the
student?
How might your actions be affected if the
student were of a different ethnic group from
you?
Based upon what you discovered from your
author, what do you feel would need to be said
to that student and what might you say?
RESPONSE TO SITUATION:
LEE AND MARLENE CANTER
1.
I would let the student know that the type of
behavior he is displaying is not acceptable in
this classroom. I would also tell him he has 2
choices to choose from.
* Spend the next week working on the
project during lunch with me.
* Take a failing grade for the assignment
and spend lunch with me for the next 2
weeks.
RESPONSE TO SITUATION:
LEE AND MARLENE CANTER
2.
I would offer the same choices to any
student of any ethnicity.
3.
I would let the student know that
interrupting the learning of others is not
tolerated, also that negative behavior
usually comes with its own set of
consequences.
FREDRIC JONES
Clinical Psychologist
Positive Classroom Management.
The
basic assumptions of
Positive Discipline Model are
that children need to be
controlled and that teachers
can achieve this control
through body language,
administration, and parental
support.
DEGREE OF TEACHER CONTROL



Holding and communicating high expectations
for student learning and behavior.
Establishing and clearly teaching classroom rules
and procedures. Effective managers teach
behavioral rules and classroom routines in much
the same way as they teach instructional content,
and they review these frequently at the
beginning of the school year and periodically
thereafter.
Specifying consequences and their relation to
student behavior. Effective managers are careful
to explain the connection between students'
misbehavior and teacher-imposed sanctions. This
connection, too, is taught and reviewed as
needed.
DEGREE OF STUDENT CONTROL IN
ESTABLISHING RULES
 Help
with making classroom rules in the
beginning of the year
 Vote
periodically on teacher approved
incentives (PAT):Preferred Activity Time
CONCERN FOR STUDENTS
THOUGHTS, FEELINGS
If
students feel they are
respected as individuals, they
will want to act with similar
behaviors
THEORETICAL BASIS

Dr. Jones received his Ph.D. in clinical psychology from
UCLA specializing in work with schools and families

Dr. Jones developed methods of helping children with
severe emotional disorders as head of the Child
Experimental Ward of the Neuropsychiatric Institute.

Dr. Jones continued to develop the non-adversarial
management procedures that were to become
Positive Classroom Discipline and Positive
Classroom Instruction.
HOW DO THEY VIEW CHILDREN IN
REGARDS TO MAKING DECISIONS?



Self regulate other student behavior because
they will loss there Preferred Activity Time
using a student’s natural tendencies to guide
them in the learning process
believer in trust and responsibility amongst the
students
MAIN POINTS





Provide a structured classroom learning environment: A teacher in a structured
classroom with expectations and consistency in instruction and classroom management
creates classroom magic. The physical structure of chairs and room arrangement can
allow the teacher greater access to students who need proximity and more
individualized attention.
Create classroom control by creating effective instruction: Teachers can create
effective classroom control by providing consistent instruction that is engaging and
performance based. By implementing real-life application strategies in lesson planning,
teachers can keep students in self-control and interested in the learning process and
outcome.
Set limits and classroom management consequences: Teachers are under
contracts to maintain control of the classroom. By providing students with limits and
consequences for off-task behavior and learning disengagement, the classroom becomes
a win-win learning community for the teacher and students.
Build collaborative and cooperative learning communities: Jones (2000)
proposed an incentive reward system titled PAT (Preferred Activity Time) that can be
used to celebrate student achievements and accomplishments.
Have a back-up plan: Teachers should have a back-up plan that includes scenarios
and consequences for minor infractions or one time student disruptions. The plan can be
as simple as a warning to as complex as after school detention.
WHAT SHOULD TEACHERS BE
DOING/NOT DOING WHEN STUDENTS
MISBEHAVE
Do





Reacting calmly to a
situations will help to
defuse conflict and promote
control in the classroom.
problems are dealt with
swiftly and consistently
Use body language and
proximity to deter bad
behavior
Parents & administrators
can be used to gain control
over student behavior
Take away PAT time from
class
DON’T
Ignore the behavior
 let the behavior
continue
 Make exceptions for
students

HOW SHOULD TEACHERS APPROACH
STUDENTS WHO MISBEHAVE ACCORDING
TO THE AUTHOR




Early response to problem behavior and limit
setting followed by warning
Follow through the next time (consistency)
Effective delivery of student to time out if she
resists
Effective response to problems that student
might cause while in time out
SITUATION

1)
2)
3)
Students working in small groups on a project.
One student begins to talk in an angry way to
another of his group members, stands up, and
tosses papers aside.
Using your author’s theoretical approach, how
would you talk to or communicate with the
student?
How might your actions be affected if the
student were of a different ethnic group from
you?
Based upon what you discovered from your
author, what do you feel would need to be said
to that student and what might you say?
RESPONSE TO SITUATION: FREDRIC JONES
1)
I would walk calmly over to the student and
state to the student that they need to go to the
time out area and think about their actions.
When they could behave correctly that they may
re-enter the class. When student re-entered the
class we would discuss there actions and make a
decision on if PTA would be loss for the whole
class and if parents and administration need to
be contacted because of their actions.
RESPONSE TO SITUATION: FREDRIC JONES
2) My actions would not change based upon
their ethnicity
3) When the student reentered the room. I
would ask what could be so bad that you
had to throw their paper everywhere?
(Hear their side of the story) Then we would
talk about the consequences for their
actions.
MARVIN MARSHALL
Discipline Without
Stress
1.WHAT IS THE DEGREE OF TEACHER CONTROL IN
ESTABLISHING RULES AND NORMS?

Teach- instead of posting "Rules" that focus on
obedience, consider posting "Responsibilities" that
empower and elevate. Be proactive rather
than waiting and having to react.


Responsibilities:
*HAVE MY MATERIALS
*BE WHERE I BELONG
*FOLLOW DIRECTIONS
*DO MY ASSIGNMENTS
*BE KIND TO OTHERS
Three (3) principles to practice: (1) Positivity establishing good relationships (2) Choice - using a
non-coercive—but not permissive—approach, and (3)
Reflection – prompting change
2.WHAT IS THE DEGREE
CONTROL?
OF STUDENT
*Uses the Hierarchy of Social Development
*It is all about choices and responsibility for
ones actions.
*Motivation is prompted so young people
develop a desire to be responsible and selfdisciplined and put forth effort to learn.
3.IS THERE CONCERN FOR STUDENT’S
THOUGHTS AND FEELINGS ETC.?








Yes, through:
1) Positivity is a more constructive teacher than
negativity.
(2) Choice empowers.
(3) Self-evaluation is essential for lasting
improvement.
(4) People choose their own behaviors.
(5) Self-correction is the most effective approach to
change behaviors.
(6) Acting responsibly is the most satisfying of
rewards.
(7) Growth is greater when authority is used without
punishment.
4.DO THEY HAVE A THEORETICAL BASIS
OR ROOT?
 Proactive
and non-coercive (but not
permissive) approach
 Has
a system that uses internal
motivation—rather than relying on
external approaches (bribes,
manipulation, threats or punishment)
 Is
certified by the William Glasser
Institute on Reality Therapy and Choice
Theory.
5.HOW DO THEY VIEW CHILDREN IN
REGARDS TO MAKING DECISIONS?
This approach suggest that the student
should:
 Acknowledge their own inappropriate
behavior
 the student self-evaluates
 the student takes ownership of the
problem
 the student develops a plan
In the process, the student grows.
6. WHAT ARE THE MAIN POINTS OF THE
THEORY?
 “The
system is based on the simple
fact of life that a person can be
controlled by another person but
only can be changed by the actual
person. This understanding that
individuals can only change
themselves is critical to successfully
influencing young people to have
them become more responsible”.
(Marshall)
7.DOES AND DON'TS FOR MISBEHAVING
STUDENTS
Don’t:
 Give rewardsrewards reinforce
their childish
values
 Be permissive
 Use
discipline
techniques
Do:
 Foster the values
that promote
responsible
behavior
 Be non-coercive
 Practice good
classroom
management skills
8.HOW SHOULD TEACHERS APPROACH
CHILDREN WHO MISBEHAVE?
The Raise Responsibility System
 A. (Teaching) Teach the hierarchy of social
development that has two unacceptable levels of
behavior and two acceptable levels. The levels are
outlined at A Letter to Parents. The hierarchy has
built-in choices and promotes the desire for internal
motivation--rather than external manipulations of
rewards or coercion through threats and
punishments. See AboutDiscipline.com.
 B. (Asking) To immediately stop irresponsible
behavior, check for understanding by asking the
student to reflect or identify the behavioral level
chosen. This step enhances self-discipline.
 C. (Eliciting) If irresponsible behavior continues,
elicit a consequence or a procedure to help the
student help him or herself. This is in contrast to
the usual discipline approach of imposing a
consequence that disempowers and alienates.
SITUATION

1)
2)
3)
Students working in small groups on a project.
One student begins to talk in an angry way to
another of his group members, stands up, and
tosses papers aside.
Using your author’s theoretical approach, how
would you talk to or communicate with the
student?
How might your actions be affected if the
student were of a different ethnic group from
you?
Based upon what you discovered from your
author, what do you feel would need to be said
to that student and what might you say?
RESPONSE TO SITUATION:
MARVIN MARSHALL




1.How would the author communicate with the student?
The author would probably use a behavior chart that is part
of his theory that students are responsible for their own
actions. There are two charts that he might have the
student’s reference when trying to get a student to change a
behavior and they are Impulse Management and Levels of
Development charts. Each chart makes the student aware of
their actions and makes them the responsible party in what
action they choose to pursue next (self-disciplined).
2.How might actions be affected by the student’s ethnic
group?
I don’t see the author’s actions being different due to
ethnic group or background.
RESPONSE TO SITUATION:
MARVIN MARSHALL
3.Based on the author, what do you think he
might say to the student? What would you say to
the student?
 The author might ask the student where his/or
her Development level is (Democracy,
Cooperation, Bossing, Anarchy). He would also
tell the student to “STOP, Gasp a long deep
breath…THINK of the options…and GO make a
choice”. I would probably address the group as a
whole and find out what the problem is and then
have the students come up with a solution
together.

REFERENCES:

http://www.fredjones.com/

http://www.marvinmarshall.com/