6. TEACHING AND LEARNING STUDENT BEHAVIOR
http://education.seattlepi.com/ http://naea.typepad.com/
7. We want to be Positive and reinforce
proper behavior and let the student know
they are doing the right thing. How do we
do this?
Students are going to learn by example.
Did you not learn a lot from watching
your parents and siblings? People follow
so that is where we will start.
8. We want to encourage the student by
rewarding right after they do the desired
behavior so the student knows why they
are being
rewarded.
(e.g. Crichfield & Kollins, 2001;
Green, Fry, & Myerson, 1994)
http://fivepointslearning.com/
9. Make sure that you reinforce when you
should and make sure you are consistent
and fair to all the students. Do you like
being treated
differently or
having the
rules change
constantly?
http://essentialeducator.org/
10. All reinforcements are going to work with
every student. You know your students
and you know they can be quit different.
One student might like to have social
reinforcement such as a smile or a
thumbs up. This might not work with all
students.
Another student might like to get to work
on the computer.
11. All though they can be very effective they
can also be a distraction and can hurt the
students own desire
to succeed if they
will only work for
large rewards.
12. We want to be consistent but we also want to
slowly change how and what we do to
enforce behavior. This might sound odd
and contrary to what we have said before,
but it is not. What we want to do is get the
behavior to stay but we also want the
students to be self driven. We will slowly
lengthen the time between reinforcements .
The students will still see the reward and act
appropriately for it and it will become a
habit. Is that not what we want?
13. If a student is already making the
appropriate response in one area that is
similar then it can transfer to more
complex and other areas faster and more
effectively. Example if the student is
encouraged and has built up their
confidence in Reading they are more apt
to realize they can do better in English.
We have to encourage them to carry it
over and help them see the connection.
(Ormrod, 2012)
14. There is an old saying:“The best way to
teach someone nothing is to teach them
everything!” This can mean more than
one thing but in this sense if you teach
them too much too quickly they will not
get it. We have to plan and design our
curriculums so that we break it down into
small enough parts so that they can
master each thing in a logical manner.
15. Students need to practice things to get
better. Image if a Major League baseball
team were people that had never touched a
baseball or bat and never even saw a game?
That is silly and so is not showing students
by demonstration, having them research,
guiding them in doing it and letting them
practice it. But practice does not make
perfect. Perfect Practice makes Perfect. We
have to encourage that.
17. Students should be able to show they
have mastered something before they
move on. You
would not teach
Algebra to a kid
that can not add and
subtract would
you?
18. Remediation does not mean a bad thing.
We are all different and we all learn at
different rates. Some people learn Math
really quickly but when it comes to
History they become stuck in it while
their friends move on. Also, we have to
go back and make sure that things are
not lost. If you don’t use it you lose it. Do
you remember what you learned in Art
History I your freshman year in college?
19. This might be how we feel some times
but there is a better way!
http://www.tumbleweedus.com/
20. Sometimes students just lapse and only
need little signals to get back to the
desired behavior. We all can lapse so the
punishment should fit the crime. If a look
of disapproval will change the behavior
than let that be it. But what if we need
more?
21. Verbal Reprimands can be used with certain students.
They should be immediate, brief and unemotional.
They should be done quietly if possible as not to
embarrass the student as that can cause
more problems if they are
humiliated and can lead to
resentment for which can
hurt the student’s performance
in all areas. Just think about how
you would feel if it was you
getting yelled at?
http://www.takenbythewind.com/
23. Response Cost such as taking away
reinforcements that might have been earned
prior seems to work better than giving them
tasks such as writing as it can make the students
not like writing which is counter productive.
Also, make sure the punishment fits the crime
and slowly build up the punishment instead of
the worst from the start. In ancient Japan there
was only one punishment for all crimes and that
was death. If a child stole a piece of fruit it was
the same punishment for murder. Do we want to
be that harsh?
24. Observe the responses you are getting and be
willing to adapt if you are not getting the
responses you are looking for.
Make sure that you are following through with
what you say. Have predetermined
consequences that are realistic and follow
through or the students will not take you
seriously. Just remember when your mom told
you to eat all your vegetables or she would send
your food to all the starving children in Africa.
You knew she wouldn’t. So, we have to mean
what we say and do what we said!
