Teaching Students with Special Needs: Behavior Management

Topics: Behavior modification, B. F. Skinner, Education Pages: 6 (2052 words) Published: September 2, 2009
IntroductionBehavior management is all about classroom management, and knowing the correct ways in which to discipline a child. Here the term, Pedagogy comes into reference. It means the "art" of being a teacher, knowing the correct strategies and being up to date with how to keep the student engaged and active in the classroom. The term, at a general level, means the art of instruction. Instruction being direction, giving the students a direction and keeping them focused on their task. Classroom management and management of a student and student body, as a whole, is an art, or skill which teachers acquire over time and through strategic techniques. A teacher's never "born" with these skills and needs a certain amount of experience and use of different techniques before the art of student and classroom management can be mastered. These "skills" not only let the teacher to discipline the child, but also connect with them at a psychological level, making it easy for the child and the teacher, both, to learn something.

In this report, we will discuss the different models of discipline, developed over time and applied in educational institutes in order to get the best results out of their students. We will examine how these models work, what strategies are acquired and what skills are honed and polished in students through these models. We will see how effective they are and to what degree and what is the reason behind their success. Then we will pick three of the models and then compare their strategies and see how effective they are and which is more effective. Comparison of the three models will come next and their approach to preventive behavior management.

The Models of DisciplineOver the years, educators developed a set of nine models of discipline, in order to do what they can best with the students of their classroom. The nine models that were developed, each have a different approach and each have a different strategy which is nevertheless effective and have been proved useful in the educational sector.

"The nine models being""The Skinner model of shaping behavior""The William Rogers model of decisive discipline""The Redl Wattenberg model of dealing with the group""The Kounin model of with-it-ness and organization""The Jones model of body language, incentives and efficient help""The Glasser model of rational choices""The Ginnot model of co-operation though communication""The Deiker's model of confronting mistaken goals""The Canter's model of Assertive Discipline"Out of the nine models, the three models "Skinners model of shaping behavior", "Jones's model of body language, incentives and efficient help",Skinners Model of Shaping BehaviorSkinners model of shaping behavior follows the simple rule that "Human behavior can be shaped as desired through reinforcement"According to skinner, there were certain ideas of his through which, he felt, behavior could be shaped and honed and polished according to what was desired.

Key Points of Skinners ModelThe key points and essence of the skinner model are, for one, that behavior is formed by its results by what happens to a person instantly afterwards. Meaning if a child misbehaves, and is immediately punished after the deed and not after a delayed period, the said behavior is very less likely to be repeated. Children learn though reinforcement learning. Then, secondly, systematic use of reinforcement (rewards) can form the students' behavior towards a desired direction. Behavior becomes weak if not followed by a reward, and it also becomes weak when followed by a punishment. Children learn to relate certain aspects to certain situations. If they get punished once for coloring on the wall, they will remember it the next time they think about it. And if the punishment is repeated the second time around, the act will diminish all together.

It is very important in the early stages to apply reinforcement strategies, the longer you wait to apply reinforcement, and the...

References: harles, CM Senter, GW & Barr, KB 1999, Building classroom discipline, Longman, New YorkGlasser W 1990.The quality school Phi Delta Kappan, February , pp425-35Glasser W 1997, A new look at school failure and school success. Phi Delta Kappan, April pp597-602Kameenui, EJ & Darch, CB 1995, Instructional classroom management, Longman, White Plains, NU pp19-39Levin, J. Nolan, J2000, Principles of Classroom Management : a professional decision making model, Allyn & Bacon, Boston pp40-71Lewis, R 1997,. The discipline dilemma, Australian Council of Education Research, Melbourne, pp123-44
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