Behaviorism
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This document discusses the principles of behaviorism. It outlines key concepts such as positive and negative reinforcement, and punishment. It also profiles influential behaviorists like Ivan Pavlov, B.F. Skinner, and Albert Bandura. Their research demonstrated how learning is influenced by environmental stimuli and responses. Behaviorism believes behavior is shaped by one's surroundings and that learning occurs through habit formation in response to stimuli.
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Behaviorism is primarily concerned with observable and measurable aspects of human behavior. It emphasizes changes in behavior that result from stimulus-response associations made by the learner, and assumes behavior is governed by natural laws that can be studied scientifically. Behaviorists seek to predict behavior based on environmental factors. Examples of using behaviorism in the classroom include designing contracts to address uncompleted homework or misbehavior, and using reinforcement, punishment, modeling, shaping and cueing to modify student behavior.
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Behaviorism is primarily concerned with observable and measurable aspects of human behavior. It emphasizes changes in behavior that result from stimulus-response associations made by the learner, and assumes behavior is governed by natural laws that can be studied scientifically. Behaviorists seek to predict behavior based on environmental factors. Examples of using behaviorism in the classroom include designing contracts to address uncompleted homework or misbehavior, and using reinforcement, punishment, modeling, shaping and cueing to modify student behavior.
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2) A program called Interpersonal Cognitive Problem Solving (ICPS) that teaches problem solving skills to reduce risky behavior through lessons on topics like alternative solutions and consequences.
3) Cognitive behavioral techniques like cognitive restructuring that help change faulty or negative thinking patterns.
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"Raise your hand to ask a question."
Student: Raises hand and waits patiently.
Teacher: Calls on student who asks question respectfully.
Possible Motivation: Obtain adult attention
Interventions:
-Prevention: Provide frequent positive attention
-Teach: Explicitly teach raising hand and waiting
-Response: Quickly respond when hand is raised appropriately
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Possible Motivation:
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The document discusses positive behavior support strategies for managing interfering behaviors in the classroom and school-wide. It describes a three-tiered response to intervention model and provides examples of classroom strategies for different functions of behavior, such as escape or avoidance of tasks. Specific strategies mentioned include using a behavior report card to collect data, the good behavior game to encourage positive peer pressure, and the behavior bell to reward on-task behavior.
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This document discusses how to improve the outcomes of students assigned to in-school suspension (ISS). It argues that ISS should not just be used as a punishment, but to teach replacement behaviors so problem behaviors are less likely to reoccur. Effective ISS programs have a structured physical environment and academic support. They also take time to directly address problem behaviors through teaching replacement behaviors and social skills lessons. De-escalation techniques like showing empathy, respecting space, and remaining calm can also help when students are upset. Ongoing monitoring and follow up can help determine if behaviors are actually improving with ISS assignments.
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- Tangible function: Teach how to request items appropriately, provide alternate activities, reinforce appropriate behaviors
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The document discusses behaviorist techniques that can be used in classroom management, including contracts, consequences, reinforcement, extinction, modeling, shaping, cueing, and behavior modification. Positive reinforcement is highlighted as a behaviorist technique that can increase desired behaviors by rewarding them. An example is provided of a teacher using positive reinforcement to improve disruptive student behavior in her class by having students help establish new classroom rules and consequences.
Chapter 7 marzano
1) The document discusses strategies for recognizing adherence to and lack of adherence to classroom rules. This includes using verbal and nonverbal acknowledgement, tangible rewards, and contacting homes about positive behavior.
2) Consequences for negative behavior are also outlined, such as being aware of potential issues, using timeouts, overcorrection, and group and home contingencies.
3) The strategies suggested are aimed at reinforcing positive behavior through rewards and deterring disruptions through appropriate negative consequences.
Pbl Presentation
1. The document discusses problem-based learning and issues Mr. Wong faces in his classroom where students lack respect and discipline.
2. It covers learning theories including observational learning, social cognitive theory, self-determination theory, and self-efficacy which can help analyze the classroom problems and propose solutions.
3. Key solutions proposed are motivating students intrinsically through goal-setting, positive reinforcement, and building their competence and self-belief rather than relying on punishments or extrinsic rewards.
Manage
Classroom management is important for maximizing student learning and approaches it from behavioral, cognitive, and humanistic perspectives. From a behavioral perspective, there are three categories of classroom management activities - structuring activities, monitoring student behavior, and reinforcing positive behavior - and specific teacher actions under each like establishing rules, consequences, and praise. The behavioral approach is commonly used in schools through establishing clear expectations, monitoring students, and consistently delivering consequences.
Manage
Classroom management is important for maximizing student learning and approaches it from behavioral, cognitive, and humanistic perspectives. From a behavioral perspective, there are three categories of classroom management activities - structuring activities, monitoring student behavior, and reinforcing positive behavior - and specific teacher actions under each like establishing rules, consequences, and praise. The behavioral approach is commonly used in schools through establishing clear expectations, monitoring students, and consistently delivering consequences.
Classroom Management Strategies Learning Team A
This document discusses several classroom management strategies including Kohn's student-directed learning model, Glasser's choice theory model, positive behavior support, operant conditioning, and the differences between classroom management and discipline. Kohn's model puts control of learning back in students' hands. Glasser's model focuses on meeting students' psychological needs. Positive behavior support identifies and encourages positive behaviors to prevent problems. Operant conditioning uses reinforcement and punishment to shape behaviors. Classroom management establishes procedures while discipline addresses behaviors.
Use of behavior modification in school setting
This document discusses various behavior modification techniques used in school settings, including modelling, shaping, contingency management, and behavioral contracting. Modelling involves a teacher demonstrating concepts for students to observe. Shaping is used to change undesirable behaviors by reinforcing successive approximations of the desired behavior. Contingency management uses reinforcement to increase positive behaviors and extinction or punishment to decrease negative behaviors. Behavioral contracting clearly outlines expectations and consequences to help monitor and change student behavior.
Classroom Management - TEAM A (SPE 546)
This document summarizes several theories of classroom management:
- William Glasser's Choice Theory focuses on meeting students' basic psychological needs. Effective teachers help curriculum relate to students' interests and needs.
- B.F. Skinner's Behavior Management Theory uses positive reinforcement and environmental modifications to shape student behavior. Teachers systematically reward desired behaviors.
- Alfie Kohn criticizes reward systems, arguing they undermine intrinsic motivation. He advocates for student-directed learning.
- Lee and Marlene Canter developed Assertive Discipline which balances structure with caring to maintain order and student rights.
- Carl Rogers and Jacob Kounin developed preventative approaches focusing on genuine teacher-student relationships, engagement, and smooth
Behavioral view of motivation
Motivation from a behavioral perspective sees it as anticipation of reward that arouses and directs behavior. Behaviorists use concepts of reward, an attractive consequence of behavior, and incentive, what actually motivates a person. Motivation depends on incentives rather than assumed rewards. Behavior is reinforced through consequences like rewards increasing behavior and punishments decreasing it. Motivation can be extrinsic through these consequences or intrinsic from interest in an activity itself. Excessive extrinsic rewards can reduce intrinsic motivation for an already enjoyable task.
Behavioral view of motivation
The behavioral view of motivation is based on the concepts of rewards and incentives. Motivation from this perspective is driven by anticipation of rewards for behaviors. Behaviorists believe behaviors are motivated by external factors like rewards, punishments, and consequences rather than internal drives. Reinforcement theory states that behaviors followed by positive consequences will increase through reinforcement, while behaviors followed by negative consequences will decrease. Motivation can be increased using positive reinforcement of desired behaviors and negative reinforcement by removing undesirable consequences. However, incentives only motivate behaviors if the individual values the reward.
Kelsi T. theory
This document discusses the principles of behaviorism and its application in classroom settings. It outlines key theorists in behaviorism such as Watson, Skinner, Pavlov, and Thorndike. The document also explains the basic concepts of reinforcement and punishment and how they can be used positively or negatively to increase or decrease behaviors. Some implications for the classroom include using rewards to encourage participation and praise to build esteem. Technology could also be leveraged for positive reinforcement through special projects or time on educational programs. Overall, the document advocates for establishing clear rules and a behavior chart to modify student conduct through behaviorist principles.
Behaviorism
Behaviorism is a theory that teaches people to behave through positive and negative reinforcement or punishment in response to stimuli. It focuses on observable behaviors rather than internal mental states. Key theorists discussed include Ivan Pavlov who conditioned dogs' reflexes, B.F. Skinner who developed operant conditioning using reinforcement, and Albert Bandura who emphasized modeling and cognitive processes. Classroom implications involve using rewards to shape desirable behaviors with and without technology like software feedback.
Learning, Perception and Attribution
This document discusses learning, perception, and attribution. It begins by defining learning and outlining several theories of learning, including behaviorism, cognitivism, and constructivism. It then defines perception and discusses factors that influence perception, such as the perceiver, target, and situation. Finally, it explains attribution theory and common attribution errors people make, such as the fundamental attribution error where they attribute behaviors to internal rather than external factors. It outlines the different types of attribution including internal vs. external, stable vs. unstable, and controllable vs. uncontrollable attributions.
Why Dr Van's Classes don't start at 8:09
Dr. Van explains his use of Behavioral Learning techniques to facilitate learning.
This presentation also helps you create an implementation plan so you can successfully use these techniques to reach your dreams and goals using behavioral based learning.
Team project- learning theories
The document discusses several psychologists and theories related to behaviorism. It describes Ivan Pavlov's experiments with classical conditioning and how he demonstrated natural reflexes in response to stimuli using dogs. B.F. Skinner is discussed for his work on operant conditioning and how reinforcement shapes behavior. Albert Bandura contributed to social cognitive theory and showed how people learn through observation and modeling behaviors of others. The theories of Pavlov, Skinner, and Bandura are still influential in education for modifying behaviors using reinforcement and consequences.
class-management-and-discipline-1215389065066100-8.ppt
This document discusses different approaches to classroom management and discipline. It defines key terms like classroom management and discipline. It then describes 7 different approaches: Assertive Approach, Behaviour Modification Approach, Group Managerial Approach, Group Guidance Approach, Success Approach. For each approach, it provides the foundational theories and principles, with examples of how teachers can implement each approach. The goal of all the approaches is to establish clear rules and expectations to effectively handle discipline problems in the classroom.
Behavior management presentation1
The document discusses techniques for behavior management in classroom settings. It describes four key techniques: extinction, which removes reinforcement for undesired behaviors; positive reinforcement, which provides rewards to increase desirable behaviors; counter conditioning, which replaces undesired responses with new responses; and social imitation, where learning occurs through observing others. The document provides examples of how each technique can be applied in classroom settings to shape student behavior and maintain discipline.
individual behaviour and perception
This document discusses individual learning and behavior modification theories. It defines learning as a relatively permanent change in behavior resulting from experience. It outlines several theories of learning, including behaviorist theories like classical and operant conditioning, as well as cognitive theories. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement and punishment to modify voluntary behaviors. The document also discusses applications of learning theories and behavior modification in organizations, such as using lotteries to reduce absenteeism and implementing self-management approaches.
Skinner model
This document discusses B.F. Skinner's organizational behavior modification model (OB model) which is based on operant conditioning. Operant conditioning is a method of learning through rewards and punishments that associates behaviors with their consequences. Skinner proposed that behaviors are more likely to be repeated if they are positively reinforced through rewards and less likely to be repeated if they receive negative reinforcement or punishment. The document defines different types of reinforcement schedules and punishments that can modify behaviors according to their consequences.
Similar to Behaviorism (20)
class-management-and-discipline-1215389065066100-8.ppt
class-management-and-discipline-1215389065066100-8.ppt
Behaviorism
- 2. • It is derived from the belief that free will is an illusion. • Humans beings are shaped by the environment. • Behaviorists believe that learning consist of habit formation learned through stimulus and response association.
- 3. BEHAVIORISM POSITIVE NEGATIVE REINFORCEMENT REINFORCEMENT Positive indicates Negative indicates the application of the withholding of a a stimulus stimulus
- 4. • Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. • Punishment: decreases the likelihood that the antecedent behavior will happen again. • Punishment is a positive and negative reinforcement.
- 5. 1. IVAN PAVLOV • Experiments with dogs. • Classical Conditioning: process of reflex learning investigated by Pavlov through which an unconditioned stimulus which produces an unconditioned response is presented together with a conditioned stimulus. 2. B.F. SKINNER • Harvard professor. • Became the leading advocate of behaviorism. • He did much to popularize the use of positive reinforcement to promote desired learning. 3. ALBERT BANDURA • He suggested that environment causes behavior, but behavior causes environment as well. • Reciprocal determinism: The world and a person’s behavior cause each other. • Steps involved in the modeling process: attention, retention, reproduction, motivation.
- 6. • Simple to understand. It relies only on observable behavior and describes several universal laws of behavior • Its positive and negative reinforcement techniques can be very effective: treatments for human disorders including autism, anxiety disorders and antisocial behavior. • Behaviorism is often used by teachers who reward or punish student behaviors • Classroom management. • Integrating technology in the classroom can facilitate learning and address many educational issues. • Integrating technology in the classroom may be a solution but it is also the problem. • The learning environment is no longer reflected by frontal teaching.
- 7. • Negative reinforcement discourages the student from making bad decisions, which in turn encourages them to make the right decision. •Example: Bad scores lead to bad grades, which leads to more negative reinforcement i.e; punishment from parents. •Positive reinforcement encourages the student to make the right decision, for one, to avoid the outcome of making the wrong decision (negative reinforcement), and secondly, to receive the reward obtained by making the correct decision. •Example: good scores that lead to good grades, which leads to more positive reinforcement i.e; rewards from parents. •Technology incorporates behaviorism with programs that deny access to next levels or completion of task for incorrect answers, which encourages the user to enter the correct response in order to reach the next level or complete the task.
- 8. WORK CITED •"The Fearless Heart." : Punishment and Reward. N.p., n.d. Web. 27 Nov. 2012. <http://baynvc.blogspot.com/2012/10/punishment-and-reward.html>. •"Behaviorism." Learning Theories. N.p., n.d. Web. 27 Nov. 2012. <http://www.learning- theories.com/behaviorism.html>. •"Welcome." ETEC 512 – Behaviourism Presentation. N.p., n.d. Web. 27 Nov. 2012. <http://blogs.ubc.ca/etec512behaviourism/>. •"Albert Bandura." Albert Bandura. N.p., n.d. Web. 27 Nov. 2012. <http://webspace.ship.edu/cgboer/bandura.html>. •"Behaviorism." Teaching and Learning Resources /. N.p., n.d. Web. 27 Nov. 2012. <http://teachinglearningresources.pbworks.com/w/page/19919540/Behaviorism>.