BUILDING THE FOUNDATIONBUILDING THE FOUNDATION (SKINNER, GLASSER AND GORDON)

BY

AIZAD & AZROY

The Skinner’s Model of Shaping Desired Behaviour

Definition: The practice of providing consequences for both positive and negative behaviour.

Skinner’s ideas

• Systematic use of reinforcement (rewards) can shape pupils' behaviour in desired directions.

• Behaviour becomes weaker if not followed by reinforcement.

• Behaviour is also weakened by punishment.

Behaviour modification

pupil perform an desired

act

teacher gives reward

pupil tends to repeat the

act.

pupil perform an undesired

act

teacher ignores the act

or punishes the pupil

praises a pupil who is

behaving correctly

misbehaving pupil less likely to repeat the

act.

Types of reinforcers uses in behavior modification

• Social - verbal comments, gestures, and facial expressions.

• Graphic - marks of various kinds such as numerals, checks, happy faces, and special symbols.

• Activity - activities that pupils prefer to do in school

• Tangible - real objects that pupils can earn as rewards

STRENGTHS WEAKNESSES 

           It is simple to use.  The results might not last long                     Results are immediate. 

 Students may not perform as desired when rewards are terminated 

          It accommodates most teachers' desire to maintain control. 

 Students may not learn how to govern their own behavior. 

         Students can feel successful when they obtain rewards. 

The approach may seem too much like bribery to some teachers 

          Standards of behavior are uniform, consistent, and clear to all students. 

It ignores any underlying problems caused by influences at home, in society, or at school

          Time does not have to be spent in class discussing rules and students' conduct. 

 To use so much control in a democratic society may be unethical 

        It can be readily employed with all students regardless of age. 

  Students do not get an opportunity to clarify emotions, weigh alternatives, decide on solutions, or develop their intellect

application

Classroom scenarioPupils in the calss rarely use English in ESL class. How would

Skinner’s model dealt with this situation?

Catch pupil that speak English even a little. Reward the pupil for speaking

in English.

Set up contract with the class. Identify a reward that is exceptionally

attractive to them.

The Glasser’s Model of Choice Theory

Choice theory states that:

 

• all we do is behave,

• that almost all behavior is chosen, and

• that we are driven by our genes to satisfy five basic needs: survival, love and belonging, power, freedom and fun.

concept

• Pupils can choose to act the way they want to

• Good choices produce good behaviour. Bad choices produce bad behaviour

• Teachers must always try to help pupils make good choices

• No excuses for bad behavior

• There is always consequences follow the behavior

• Class rules are essential and they must be enforced.

• Classroom meeting

Teachers’ duty

• Emphasise pupil responsibility• Establish rules that lead to success

• Accept no excuses• Call for value judgment

• Invoke reasonable consequences• Be persistent

Strenght and weaknesses

Strengths

• promote a high degree of autonomy and responsibility for students.

• They help students see a wide range of possible consequences for their behaviour.

• They allow students to determine solutions to their own discipline problems.

• They help students understand their needs and how to satisfy these need legitimately.

• They delineate clearly what a teacher needs to do for every misbehaving student.

Weaknesses

I it is difficult for teachers to help students satisfy their need �for control without feeling threatened themselves.

I it is difficult to react properly when communicating with �students about their inappropriate behaviours.

Classroom meetings may consume more time than is �desirable.

It may be difficult to help students who do not want to be in �school to make plans to improve their behaviour.

Students may not have the necessary skills to make plans �that will help improve their behaviour.

application

Classroom scenarioPupils in the class rarely use English in ESL class. How would

Glasser’s model dealt with this situation?

• Make sure pupils understand their work responsibilities as a pupil in the class

Make sure pupils understand that they can choose their behavior, to use English or not, and that his choice brings with it either desirable or undesirable consequences.

Make sure that when pupils show improvement, they receive consequences that are very attractive to them

Never give up on them.

Gordon’s Model

• teachers can plot pupil’s behaviour into a diagram called “Behaviour Window”

Behaviour Window

active listeningconfrontative I-

messages shifting gearsno-lose conflict

resolutionvalues collisions

Communication skills

“WHO OWN THE PROBLEM?”

Gordon reminds teachers to ask themselves, "Who owns the problem?".

Although the teacher ultimately assumes responsibility for the classroom, the student actually "owns" many of the problems.

For example, one daydreaming student does not interfere with the progress of an entire class. Although the teacher should send the message that daydreaming is unacceptable, the problem is the student's and, ultimately, he or she will have to accept responsibility for changing the behaviour.

Key ideas

• "I" messages - messages that tell another person how you feel about their behaviour.

• "You" messages - blaming statements

• Confrontative "I" Messages - messages that attempt to influence another to stop the unacceptable behaviour.

• Shifting Gears - changing from Confrontative to a listening posture

• Win-Lose conflict resolution - ends the dispute temporarily with a winner and a loser.

• No-Lose conflict resolution - everyone wins

• Door openers - words or actions that invites folks to talk about what is on their minds

• Active Listening -carefully listening and demonstrating understanding of what another person is saying

• Values Collisions- is anything a person believes will make the quality of life better or very concrete like food or money

SIX STEPS PROBLEM SOLVING PROCESS

Step 1: Identify and define the problem or situation. Good solutions depend on accurate identification of the problem at hand.

Step 2: Generate alternatives. Once the problem is clarified a number of possible solutions should be generated

Step 3: Evaluate the alternative suggestions. When alternatives have been specified, participants are asked to comment on them. The goal is to choose a solution that is agreeable to all

Step 4: Make the decision. After examining the alternatives, the one that seems to suit most people best is selected for trial.

Step 5: Implement the solution or decision. The trial solution is put into place with the understanding that it may or may not work as anticipated and that it can be changed if necessary.

Step 6: Conduct a follow-up evaluation. The results of the trial solution or decision are analysed and evaluated.

Strength and weaknesses

Strengths

It promotes autonomy and self-regulation for students.

It promotes good student-teacher relationships.

It allows students to deal with personal problems and feelings.

It helps teachers communicate their needs to students so that students can appreciate how their behaviour affects others.

It helps students understand that teachers have needs and feelings just like they do.

Weaknesses

Teachers may find some difficulty changing their role from directing and controlling students to actively listening.

Teachers may have difficulty accepting value differences between themselves and their students.

Transmitting I-messages instead of you-messages will be understandably difficult for teachers to master.

A more comprehensive approach may be needed to help teachers avoid having to deal with the number of possible problems likely to surface.

application

Classroom scenarioPupils in the class rarely use English in ESL class. How would

Glasser’s model dealt with this situation?

Applying the six steps approach the following are the possible ways to deal with the the above situation:

Approach the problem by asking the pupils neutral open questions to gain information about why the pupils do not use English in the class. Listen attentively to the response to build trust and communication.

Ask the pupils for suggestions on ways to help them to speak in English

From the different ways that they had suggested ask them list down the strengths and weaknesses

Ask them the best way to do it

Work on details on how the chosen way could be implemented

After implementing the way that they had decided on, assess whether it works for them or not.