TTT552 - Assignment 2.1.docx

TTT552 - Assignment 2.1.docx - Prisca Sakeuh TTT 552...

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Prisca Sakeuh - TTT 552 Comparison of discipline methods - Assignment 2.1 Skinner - Behavior modification Main Components of discipline: - The practice of providing consequences for both positive and negative behaviour. - The teacher develops a process of systematically applying rewards (reinforcements) and consequences for behaviour. Strengths: - It is simple to use. - Results are immediate. - It fits in with most teachers' desire to maintain control. - Students can feel successful when they earn rewards. - Standards of behavior are the same, consistent, and clear to all students. - Time does not have to be spent in class discussing rules and students' conduct. - It can be implemented with all students regardless of age. - The procedure has been researched and found to work consistently. Weaknesses - The results might not last long. - Students may not act like you want when rewards are gone. - Students may not learn how to control their own behavior. - The approach may seem too much like bribery to some teachers. - It ignores any underlying problems caused by influences at home, in society, or at school. - To use so much control may be unethical - Students do not get an opportunity to clarify emotions, weigh alternatives, decide on solutions, or develop their intelligence - Rewards undermine intrinsic motivation Classroom implications: Behaviour Modification Strategies are effective techniques to reduce problem behaviours shown by students in the classroom. School-wide implications: While there is no simple formula for creating the perfect large-scale behavior management system, a number of important components have been identified. Cantor - Assertive discipline Main Components of discipline: - A teaching approach designed to assist teachers in running an organized, teacher- in-charge classroom environment. - The teachers, have the right to determine what is best for their students, and to expect obedience. - No student should prevent teaching, or keep other students from learning.
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- This assertive discipline consists of the following elements: Identifying expectations clearly. Willingness to say, "I need you to..." and "I like that.” - Persistence in stating expectations and feelings. - Use of firm tone of voice. - Maintaining eye contact.
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  • Fall '18
  • teacher effectiveness training, Prisca Sakeuh

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