Behavioral Approach
Question A
1. In order to increase a desirable behavior in students, it is good to reinforce the notable behavior. This is done through activities that encourage the growth of that behavior until it is established. Offering rewards when the good behavior is accomplished is one way of encouraging or reinforcing that good behavior. To decrease undesirable behaviors, the teachers will try to ignore them. This can be done by applying negative methods such as not rewarding that behavior. For example, if a student earns some points when he/she finishes his/her homework, then they will not get any points when they fail to finish it.
Most parents are worried about the mode of discouraging undesirable behaviors. This mostly concerns the use of punishments in order to discourage the behaviors. Parents should be assured that punishments would be used as the last option. Parents should also not worry about being biased. Teachers know how to handle a class as a whole as well as individually, especially when it comes to modifying negative behaviors.
2. A number of benefits are obtained by students whose teachers use assertive discipline. Students get know what behavior is expected of them by the teacher. Consistent and firm limits are implemented by the teacher so that students are also encouraged to adopt good behaviors. Students have a right to be consistently encouraged and to be taught behaviors that are both responsible and acceptable. One major concern that can be raised with this approach is that the students can get too used to the method. For example, if a student gets a warning every time he/she comes to class without being prepared, he/she might get used to it.
Question B
1. Behavioral models are meant to encourage the growth of desirable behaviors and discourage the growth of undesirable behaviors. They work in both ways. On the other hand, assertive discipline is designed to improve the discipline in the students. Secondly, the behavioral models can change depending on what the teachers agree on, and the students do not have specific rights. However, assertive discipline has consistent concepts and the students have rights.
2. A teacher can evaluate a class behavior at the end of two weeks. If the class behavior is pleasing, he/she can reward the class by giving them a free class period to play a computer game of their choice, watch a movie or offer a leadership role to the best-behaved student. This is putting the Premack Principle in practice.
3. One major concern in both teachers and parents is that behavioral approaches can be disastrous when taught by unethical teachers. It might result to a hatred buildup in the students. The ethical concern raised where assertive discipline is concerned is because it deals with the symptoms and not the causes. For example, it deals with the stealing but not the reason why the student stole.
4. Changes or events in a given surrounding following a given behavior are referred to as consequences. One can use the reward consequence, where the teacher gives a reward when good behavior in class is noted, the punishing consequence where a punishment (for example, remaining in class for ten minutes during break time) is given for bad behavior and an extinguishing punishment where there is no reward given as a way of ignoring a bad behavior.
5. Watching a movie of the students’ choice or having a party after the students have earned agreed on points in a given period due to good behavior in class is a positive reinforcement that I can apply. Failing to give any points due to noted bad behavior and failing to give the students a party during that period if the students fail to reach the points agreed on is a negative reinforcement I can use in my class.
6. When students get a reward for good behavior such as having a party, they are encouraged to behave well so that they can get another party for the same good behavior. If they do not have a party for misbehaving, they are encouraged to behave better in order to earn the party. This is why a consequence should follow behavior; in order to point out which behavior is acceptable and which one is not.
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