Recommended: Explain strategies of promoting positive behaviour
Launch: Say, “After we talk about them you’re going to go on a scavenger hunt to find these different kinds of shapes. We’ve been talking how shapes are everywhere and today we’re going to find more. Sequence of Learning Activities: Activity #1: Video activity:
Throughout the course of history, important events litter the ground as such common knowledge that the true power of such events becomes masked. So many years deemed crucial to the development of mankind have been written about to the point of deterioration of the stature of the events contained within said years. The unsung heroes, however, are brushed aside as a moot point in the history of the world. 1949 carries one such tune, with events that not only altered history at that point in time, but continue to impact the world today. Harry Truman and the policies he introduced in 1949 continue to shape our social and political worlds.
Students who sleep through class or students who just stop caring? To help the Waldo children who have this problem we must convince them that they should put themselves out there and shine where they know they will shine, because if they continue to be a Waldo they will not live up to who they truly could
but in reality as much as the students practice the safety drills in that moment each person will forget everything and have so many other questions
Have you ever had gum and tried to hide it by sticking it under a desk. Or maybe even choked on it when trying to hide it from a teacher or fellow classmate who might snitch. Many people will disagree with the fact that gum might help students learn. They are caught up on the negative reasons and downsides to having gum in a classroom or even on school grounds. They aren’t looking at the reasons gum may help students in classrooms study, learn, and excel in their usual environment.
In addition family and or relationship issues are another reason students may be
The resilience and perseverance they show when playing video games or looking for the perfect outfit is unavailable to them when it comes to schoolwork. They think that learning should be like
How effective is it? Several researches have been conducted to examine the effectiveness of token economy rewards system in reducing disruptive behaviors whether for the whole school and/ or classroom or for a single student for example: A: Token Economy for the whole school and/or classroom - Wheatley, Charlton, Sanders, & Smith (2009) were concerned about the increasing disruptive behaviors in the common areas such as the cafeterias and playgrounds in school. The study was conducted to target inappropriate behavior such as running and littering. School administrators as well as teachers were trained how to provide Praise Notes as a reward to students who perform a positive behavior.
Students are always praised when they display good behavior or good grades. For instance, teachers always encourage their students to study hard in order to get excellent grades. These good grades will result in students being part of the Honor Roll list who were rewarded every semester with a pizza party. Here, the positive reinforcement was the pizza party. In order to attend the pizza party, students had to display outstanding grades which results in their constant effort to study (the operant).
The motivational critique of traditional classroom organisation holds that the competitive grading and informal reward system of the classroom creates peer norms opposing academic efforts (Coleman, 1961). Since one student's success decreases the chances that others will succeed, students are likely to prompt norms that high achievement is for "nerds" or teachers' pets. Such work restriction norms are familiar in industry, where the "rate buster" is scorned by his or her fellow workers (Vroom, 1969). However, by having students work together toward a common goal, they may be motivated to express norms favouring academic achievement, to reinforce each other for academic efforts. Thus, motivational theorists build group rewards into their co-operative learning methods.
During my group, I worked as a model of being polite, how to build relationship with others, how to respect others and so on. On one hand, I reinforced group members’ appropriate behaviors by using a scaling table to note their good performance and awarding group members who perform best, that is, group members who got the highest score in each session. On the other hand, I sat norms as well as punishment with group members at the beginning of the group and used punishment to avoid inappropriate and unexpected behaviors. Since most of group members aged 8 to 13, they were easily to break promises. Therefore, punishment was essential for regulating their behaviors and reminding them of their commitment, while positive reinforcement was also significant to raise their awareness of behaviors and facilitating proper behaviors.
Redl and Wattenberg believe that students behave differently when they are in a group than they would individually. Behavior is influenced through group dynamics and peer pressure. Because of this, teachers need to manipulate the whole group of students, not just individuals. Redl and Wattenberg believe that in order for teachers to be effective in disciplining students, they must use encouragement and use punishment sparingly.
Understanding what they are learning is how students become better
There should only be a minimal amount of rules, they should have easy, positive wording, and should be specific observable behavior (Marchant, 2012). The following literature reviews will show the importance of proactive classroom management through praise and consistent consequences through punishments. It will attempt to show the link between each behavior management technique and a decrease in disruptive
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.
