Building the Foundation

(Skinner, Gordon, Glasser)

Prepared by:
Ang Fong Ying
Shyreal Geoffrey
Vornica Ruby Ak Sila
B.F Skinner
Behaviour
Modification

Burrhus Frederic Skinner

(1904 1990)
 Description of the Approach

Consist of restructuring
Skinners model of
the environment so that
shaping desired
undesired behaviour are
behaviour.
eliminated.

The practice of
providing consequences
Uses the principle of (reinforcement &
reinforcement. punishment) for both
positive and negative
behaviour.
 Basic Principle of Behaviour
Modification

Voluntary behaviour is largely

determined by the events or
consequences that immediately follow
it ( Larrivee, 2009)

Behaviour is learned, and an individual

learns whether a behaviour is acceptable
or not based on how others or the
environment responds.
 According to behavioural
view, consequences
determine to a great extent
What is
whether a person will repeat
consequence?
the behaviour that led to the
Consequences

consequences (Woolfolk,
2010).

Reinforcement To maintain
or increase the occurrence
of a desired behaviour.
Types of
consequences

Punishment Reducing the

possibility of occurrence of
undesired behaviour.
 CONSEQUENCES OF BEHAVIOUR

REINFORCEMENT PUNISHMENT

POSITIVE NEGATIVE PRESENTATION REMOVAL

Student Teacher Naughty Failed a test

gives scolds an student is no TV for
correct inattentive canned one week
answer student

Student Student
Student pays
Teacher stops being studies
attention,
Praises naughty more
teacher does
him diligently
not scold him
Behaviour can be developed, maintained,
strengthen, or weakened by the
consequences that follow the behaviour.

pupil perform teacher gives pupil tends to

an desired act reward repeat the act.

Behaviou
Consequence Effect
r

pupil teacher praises a misbehaving

perform ignores pupil who pupil less
an the act or is likely to
undesired punishes behaving repeat the
act the pupil correctly act.
 STRENGTHS
It is simple to use.
Results are immediate.
It accommodates most teachers'
desire to maintain control.
Students can feel successful when
they obtain rewards.
Standards of behavior are uniform,
consistent, and clear to all students.
alternatives, decide on solutions, or
Time does not have to be spent in
class discussing rules and students'
conduct.
It can be readily employed with all
students regardless of age.
WEAKNESSES
The results might not last long.
Students may not perform as desired
when rewards are terminated
Students may not learn how to
govern their own behavior.
The approach may seem too much
like bribery to some teachers
Students do not get an opportunity
to clarify emotions, weigh
develop their intellect
Rewards undermine intrinsic
motivation.
Often do not include strategies for
prevention of discipline problems
and it tends to emphasize on
correcting problems.
Application in a local ESL classroom

Situation/ scenario:
Pupils in the class rarely use English
in ESL classroom. How would
Skinners model deal with this
situation?
 How Skinners Model helps to deal
with the situation
E.g. Use motivational
Catch pupils that speak expression as well done,
English even a little. good, nice work, excellent,
Reward the pupils for etc.
speaking in English.

Use reward system E.g. when tokens accumulate,

technique (token students may exchange tokens
stars, stickers, etc.) and for a reward that they have
set up contract with the chosen.
class. Identify a reward
that is exceptionally
attractive to them.
 Conclusion
This approach is appealing to me and I
would like to apply it in my own
classroom.
Why?

To increase the motivation of the learners to learn English at

the early age.
Through the usage of motivational expression.
Improved self-belief and enhance self-confidence.

Based on the research done by Manzoor, Ahmed & Gill (2014) in

Pakistan where English is taught as a second language, 75% of
the teachers strongly agreed with the view that use of
motivational expressions as positive reinforcement are very
important to motivate students in learning English.
 Other Reasons

To manage the students behaviour without

consuming a lot of time.

To produce positive interactions with students

By emphasizing rewarding appropriate behaviour,

this approach give opportunity to the teacher in
identifying potentially meaningful reinforcers for
students.
Thomas Gordon
Discipline as self-
control
By: Shyreal Geoffrey
 INTRODUCTION

Main focus:
Clinical Communication
psychologist skills and conflict
resolution method

Belief self
Developed
discipline is
Thomas Gordon discipline as self
developed through
(1918 2002) discipline model
anatomy
 Gordons View of Discipline
teachers
must give up
The only truly effective
their power
discipline is SELF-
authority.
CONTROL, developed
internally in each student. replace it
with
influence
Gordon (1981) states that authority.
before deciding on a
course of action in
response to the problem,
TEACHER MUST DECIDE
who owns the problem.
 Gordons Behavior window

Acceptable
behavior
(Student owns the
problem)

Unacceptable
behavior
(Teacher owns the
problem)

(Figure taken from Tauber, 2007, p.

 Acceptable behavior
(Student owns the problem)

The other persons behavior does not interfere

with your meeting needs.

Use helping skills

Active listening
Encourage students state the problem fully
and work through it
Tells students how should they feel
 Situation

Use Active
Listening

Teacher :
speaks with
the student
Natasha is not interested privately
in English subject. She listens to the
never pass up her student's
complete works to her reasons for her
English teacher. Instead of behaviour.
focusing in class, she
chooses to do her music
worksheet or drawing.
 Unacceptable behavior
(Teacher owns the problem)

The other persons behavior does

interfere with your meeting needs.

Use Confrontive skill

Use I-message
Teacher communicates to the student
without blame
Students will develop a respect for the
teacher's right to meet her own needs.
 Situation

Use I-
message
Teacher:
States her
feeling about
student
behavior
When you talk
Doncaster does not to another
interested in English student during
class. Instead of focus in my lessons, it
makes me feel
class, he tends to play
as though you
and disturb his friends. do not care
His behavior makes the about hearing
class become chaos. what I have to
say.
 Use conflict resolution skills

Generate
Define the Evaluate
possible
problem solutions
solutions

Implement Monitor
Choose a
the the
solution
solution solution
The strength and weaknesses of the
theories

Strength Weaknesses
Focuses on teaching Focuses mainly on
through character resolving conflict after it
training arises

Focus on creating Does not take any

environment of mutual preventative measures
respect-TS relationship in avoiding conflict
I-message are ways to
It promotes autonomy control and manipulate
and self-regulation for others
students.
Dr. Jane (2007)
Conclusion
Promoting
Yes, the positive
theory relationship
appeals me T-S

Teaches
It helps
students
teachers
problem
communicate
solving
their needs to
techniques
students
If a students feel a personal connection to teacher,
experience frequent communication with a teacher
and receives more guidance, the students become
more trustful of that teacher, show engagement in
class and display better classroom behavior.
(Rimm-Kaufman, 2015)
 References
Kanazawa, S. (2010, January 3). Common Misconceptions about Science VI:
"Negative Reinforcement". Retrieved from Psychology Today:
https://www.psychologytoday.com/blog/the-scientific-
fundamentalist/201001/common-misconceptions-about-science-vi-negative

Larrivee, B. (2009). Authentic Classroom Management: Creating a Learning

Community and Building Reflective Practice. New Jersey: Pearson Education,
Inc.

Manzoor, F., Ahmed, M., & Gill, B. R. (2014, December). Use of motivational
expressions as positive reinforcement in learning English at primary level in
rural areas of Pakistan. British Journal of English Linguistics, 2(3), 30-42.

Woolfolk, A. (2010). Educational Psychology. New Jersey: Pearson Education,

Inc.

 References

Bluestein, D. J. (14 January, 2013). Problems with a popular

formula. Retrieved 1 February, 2015, from Whats Wrong
with I-Messages?: http://
janebluestein.com/2013/whats-wrong-with-i-messages/
Robert J.Stenberg,Wendy M.Williams. (2010). Educational
Psychology. United states of America: Library of Congress
Cataloging-in-Publication Data.
Sara Rimm-Kaufman. (2015). American Physchological
Association. Retrieved 2 February, 2015, from Improving
Students' Relationships with Teachers to Provide Essential
Supports for Learning:
http://www.apa.org/education/k12/relationships.aspx