Ed602 Lesson 1

Lecture Information: Classroom Techniques

Standing Orders for Implementing Behaviorism in the Classroom

Be systematic
1. Have a behavior plan when you walk in the door. Know exactly what you expect from the students and let them know exactly what the consequences are going to be for their behavior. Nobody plans to fail they just fail to plan. Having "Standing Classroom Rules" up on the wall gives your class the feeling of having the rule of law. All you do is point to # 4 rule and the students will just start to comply.
Be Specific
1. One of easiest ways of spotting a novice teacher is when they are giving out praise. The novice teacher simply says something like, "atta girl!" While a master teacher says something like, "atta girl! Way to put all of your notes in outline format with color-coding ink!" The student know exactly what to do more. This is also the part that emphasizes catching the students being good. You walk into the classroom and immediately start looking for someone who is doing what you want them to do.
Be Sincere
1. The students absolutely must believe that you, their teacher, are only there to help them improve as people. They must believe that you have their best interest at heart. You are punishing or rewarding for the students benefit not yours. This is the part where I have to make the point about no venting on students. I know that it sure feels good to get something off your chest, to unburden yourself of your frustrations, but that is NOT acting in the best interest of the student. If the students truly believe that you only want what is best for them, they will darn near walk through fire for you. As a teacher that is a humbling responsibility.

Techniques for Rewarding Students

Teacher Attention
1. Most commonly understood as "Verbal Praise" Although this can back fire as well, it is an old stand by for millions of teachers around the world. Nothing improves hearing like praise. Again the idea here is to "catch'm being good." As long as it is systematic, specific and sincere. Always remember that your opinion really does matter to the students.
2. Gesture is another very common technique. You start to develop these the more that you teach. High fives, Low fives, fist bumps, pinky swears, Pete Townsend guitar kicks, and all of the corollary gestures that you can dream up are very effective reinforcers.
3. The next technique is actually a very controversial topic in education. It involves touching students. What you intend as a pat on the back can and does get misunderstood sometimes as coming into contact with a student's bra strap. If the girl feels uncomfortable with it then it is inappropriate. The key concept here is ambiguity. If the student does not really understand what a touch means then it is inappropriate. If they have a question in their minds as to whom you are doing this for their benefit or yours then it is inappropriate. Some fairly consistent quasi-rules for touching in the middle schools and higher:
  1. One had at a time
  2. Never initiate the contact for a hug, even a one-armed hug
  3. Approach from side
  4. Shoulders usually okay
  5. Elbows usually okay
  6. Forearms usually okay
Premack Principle
1. Sometimes known as "Grandma's Rule." When you with hold a highly desired activity until a less desired activity is done to your satisfaction. In other words, as your grandma might say, "You can't have any pecan pie until you finish all of your vegetables." You look at the student and say, "Sure I can give you a hall pass; just as soon as you give me tonight's homework." This is very effective as long as you hold hostage something that they really value. Also, keep in mind that what students value is highly volatile. What interests them can change from morning to afternoon.
Positive Practice
1. Research has shown that when making corrections to a student's work, it is best to have them practice the correct way again and again until it replaces the previous incorrect way. This is very effective for the more skill based learning activities, such as art, sports, and music. Often a mistake is what is known as "fossilized" in the learner in that this mistake could have been in use for many years before you try to correct it so positive practice is very important in breaking fossilized errors.

Techniques for Punishing Students

Verbal Reprimands
1. The rule of thumb here is "Praise in Public & Punish in Private." Research shows that quiet direct, specific, sincere reprimands are most effective in extinguishing unwanted behaviors. You have to keep in mind that these students have to go out to the playground or the lunch room and face their peers. When you are screaming at them in public they have to go to the lunch table and make like it didn't bother them or that you're just a jerk. Remember, punish for the GOOD of the student. You want to avoid being put in an adversarial position with the students. You want to be on the same side as the student. Quietly pull them aside and talk to them.
Satiation
1. This term comes from the same root as "satisfy." The teacher basically wears out the bad behavior. If they are chewing gum in the classroom then you have them chew the same gum for the rest of the week. Gum chewing will loose its charm somewhere along the way.
Social Isolation
1. Otherwise known as "Time Out." This can be very effective for the really social students who have a difficult time paying any attention to you as the teacher. Taking them away from their support group can really curtail their confidence in defying you. However, if you have a student who is basically anti-social then this will likely be regarded by them as a reward. Again, use your best judgment.
Peer Pressure
1. The military boot camps make use of this technique very effectively. If one soldier in the platoon can't do their push-ups, then everyone else in the platoon does their push-ups for them. This can be effective but be careful using it. Punishing the whole class for the sins of one student can make that one student very unpopular. A more consistent method might be to simply have group goals for the class as far as cleaning up, or maintenance of the classroom. It is more subtle and does not single anyone out.
Response-Cost
1. Gradually increasing the severity of the punishment with each occasion of the bad behavior. This is similar to the old assertive teaching model where a student would get another check mark next to their name with every bad behavior. You basically get to a point where the student sees the bad behavior "costing" too much for the thrill of the bad behavior. Most often the worst, the trump card, for a teacher is a call the student's parent. Even that can back fire as well if you see the student come in the next day with bruises.