2. Home Lunch Committee Lunch Committee Punishment Classical Conditioning Classical Conditioning Premack Operant Conditioning Operant Conditioning Dreikurs Reinforcement Schedules Reinforcement Schedules Token Economy Token Economy Potency Buying Good Behaviour Buying Good Behaviour Shaping Honour Card Honour Card Extinction Assignment

3. Lunch Committee… Problem: MANY CLASSES IN OUR SCHOOL SEEM OUT OF CONTROL Problem: MANY CLASSES IN OUR SCHOOL SEEM OUT OF CONTROL Proposing Solutions: The local superintendent, the principal and the parent-teacher advisory committee recognize … Proposing Solutions: The local superintendent, the principal and the parent-teacher advisory committee recognize … 1.to ensure positive behaviours you can try to use 1. higher level reasoning in students, or 2. Morality (character education), or 3. medication, or 4. expulsion, or 5. empathy, etc. 2.Such practices don’t always work 1. especially as a first-order practice, or 2. first-order line of defence Task: Is there any other kind of behaviour management technology that we can use in the school in order to get stable classrooms? Task: Is there any other kind of behaviour management technology that we can use in the school in order to get stable classrooms?

4. Classifying Behaviour Problems Psychological Psychological –Externalizing –Internalizing --------------------- Philosophical/Paradigms Philosophical/Paradigms –Medical –Psychological –Behavioural –Cognitive –Ecological –Ethological –Social Educational Educational –Hyperactivity –Rule-breaking –Juvenile delinquency –Withdrawal –Autism –PDD –Psychosis------------------------- One Model--Dreikurs One Model--Dreikurs –Attention-seeking –Power –Revenge –Helplessness

5. Classical Conditioning Unconditioned Unconditioned StimulusResponse Neutral Stimulus No Response NS + US = UR NS CR

6. Operant Conditioning Principles Principles –Three laws –Considerations –Techniques Law #1 Law #1 –Behaviour that is followed by a “good effect” tends to be repeated. Law #2 Law #2 –Behaviour that is followed by “no effect” tends to be extinguished. Law #3 Law #3 –Behaviour that is followed by a “bad effect” tends to be suppressed.

7. BehaviourEncouraged Behaviour Suppressed StimulusPresentedPositiveReinforcement(Reward) Type 1 Punishment(Additive) Stimulus Removed or WithheldNegativeReinforcement(Escape) Type II Punishment(Subtractive)

8. Schedules of Reinforcement Intermittent Interval (time) Ratio (#) FixedVariableFixedVariable Every 5min -------------- U Shape Response Random Times --------------- Slow Steady Response Every 5 C ---------------- High Rate of Response Random Rate -------------- Very High Rate of Response

9. Potency of Reinforcement Proportional to the probability of strengthening behaviour Proportional to the probability of strengthening behaviour Which would be more potent? Which would be more potent? GAP Gift Certificate $25.00FreeDirt

10. Potency of Reinforcement Different degrees... Different degrees... Who values grades more? Who values grades more? AthleteOntarioScholar

11. Potency of Reinforcement Differ at different times… Differ at different times… Who will work for food? Who will work for food? “ Just eaten thanks” “I missed lunch today”

12. Shaping Learning a response through successive approximations to that response. Learning a response through successive approximations to that response.

13. Extinction Behaviour Behaviour Time Gradual

14. Extinction Behaviour Behaviour Time Recovers with Sr

15. Extinction Behaviour Behaviour Time Surge

16. Premack Principle Behaviour that has a high frequency of occurrence can be used to reward behaviour that has a low frequency of occurrence. Behaviour that has a high frequency of occurrence can be used to reward behaviour that has a low frequency of occurrence. “If you sit quietly and work for 10-minutes “If you sit quietly and work for 10-minutes you can run for 5 minutes.” you can run for 5 minutes.” THEY COMPLY…THEN… THEY COMPLY…THEN…

17. Punishment Not advisable in education Not advisable in education Why is it used? Why is it used? 1.Negative reinforcer for teachers That is, when you punish… the behaviour is suppressed and you are rewarded (via negative reinforcement, i.e., it removes or stops the noxious stimuli temporarily…) That is, when you punish… the behaviour is suppressed and you are rewarded (via negative reinforcement, i.e., it removes or stops the noxious stimuli temporarily…) First law… First law… 2.Administrative expectations (principals, parents, politicians…)

18. Dreikur’s Method Teacher’s feeling is diagnostic. Teacher’s feeling is diagnostic. Attention getting Do I feel… annoyed? Power and Control Do I feel… beaten or intimidated? Revenge Do I feel… wronged or hurt? Helplessness Do I feel… incapable? From: C. H. Wolfgang (1995) “Solving Discipline Problems” (3 rd ed.). Boston: Allyn & Bacon.

19. Techniques with the “Attention-Getting” Minimize the attention Minimize the attention –Ignore the behaviour –Give “the eye” –Stand close by –Mention the student’s name while teaching –Send a secret signal –Give written notice –Give an I-message Legitimize the behaviour Legitimize the behaviour –Make a lesson out of the behaviour –Extend the behaviour to its most extreme form –Have the whole class join in the behaviour Distract the student Distract the student –Ask a direct question –Ask a favour –Change the activity Do the unexpected Do the unexpected –Turn out the lights –Play a musical sound –Lower voice to a whisper –Change your voice –Talk to the wall –Use one-liners –Cease teaching temporarily Notice appropriate behaviour Notice appropriate behaviour –Thank the students –Write names of well-behaved students on the board Move the student Move the student –Change the student’s seat –Send the student to the thinking chair From: C. H. Wolfgang (1995) “Solving Discipline Problems” (3 rd ed.). Boston: Allyn & Bacon.

20. Techniques re “Power” and “Revenge” Make a graceful exit Make a graceful exit –Acknowledge student’s power –Remove the audience –Table the matter –Make a date –Use a fogging technique Agree with the student Agree with the student Change the subject Change the subject Use time out Use time out –In the classroom –In another classroom –In the office –In the home –Enforcing time out The language of choice The language of choice The who squad The who squad –Setting the duration for time out Set the consequences Set the consequences –Establishing consequences –Presenting consequences –Guidelines for effective consequences Related consequences Reasonable consequences Respectful consequences –Consequences vs punishments –Choosing the consequence Loss or delay of activity Loss or delay of using objects/equipment Loss or delay of access to school areas Denied interactions with other students Required interactions with school personnel Required interactions with parents Required interaction with police –Restitution Repair of objects Replacement of objects –Student response to consequences

21. Techniques with the “Helpless” Use concrete learning materials and computer assisted instruction Use concrete learning materials and computer assisted instruction –Attractive –Self-explanatory –Self-correcting –Reusable Teach one step at a time Teach one step at a time Provide tutoring Provide tutoring –Extra help from teachers –Remediation programs –Adult volunteers –Peer tutoring –Learning centers Teach positive self-talk Teach positive self-talk –Post positive classroom signs –Two “put-ups” for each “put-down” –Use self-talk before class Make mistakes okay Make mistakes okay –Talk about mistakes –Equate mistakes with effort –Minimize effects of making mistakes Build confidence Build confidence –Focus on improvement –Notice contributions –Build on strengths –Show faith in students –Acknowledge the difficulty of a task –Set time limits on tasks Focus on past success Focus on past success –Analyze past success –Repeat past success Make learning tangible Make learning tangible –“I-can” cans –Accomplishment albums –Checklists of skills –Flowchart of concepts –Talk about yesterday, today & tomorrow Recognize achievement Recognize achievement –Applause & standing ovations –Stars and stickers –Awards and assemblies –Exhibits –Positive time out –Self-approval

22. Some other intervention models Rogerian (emotionally supportive) Rogerian (emotionally supportive) Transactional analysis (Berne) Transactional analysis (Berne) Glasser’s Reality Therapy Glasser’s Reality Therapy The Positive Discipline Model (Jones) The Positive Discipline Model (Jones) Assertive Discipline (Canter & Canter) Assertive Discipline (Canter & Canter) The Dobson “Love & Punishment Model” The Dobson “Love & Punishment Model” Applied Behaviour Analysis (Madsen) Applied Behaviour Analysis (Madsen) Social Discipline Model (Dreikurs) Social Discipline Model (Dreikurs) From: C. H. Wolfgang (1995) “Solving Discipline Problems” (3 rd ed.). Boston: Allyn & Bacon.

23. Real Economy Income: Labour, Sales, Capital Income: Labour, Sales, Capital Expenses Expenses –Space…Rent / Mortgage –Services: Gov’t, police, teachers, medical, roads, etc. –Taxes, fines, charities… Interest, credit, banking, counterfeiting, theft, fraud, etc. Interest, credit, banking, counterfeiting, theft, fraud, etc. The things you find in a real economy you can apply in a classroom economy.

24. Micro-society Courts Legislature Banking Money Taxes Rent Tuition Fines Stores Newspapers

25. Group assignment Describe three different practices / strategies to increase a desirable behaviour. Describe three different practices / strategies to increase a desirable behaviour. Describe three different practices / strategies to get rid of an undesirable behaviour. Describe three different practices / strategies to get rid of an undesirable behaviour. Consider Dreikurs strategies, the three laws of behaviourism, various behavioural practices like “Shaping” and the “Premack Principle,” and concepts like Reinforcement, Potency, Scheduling, etc…