January 14, 2010
As a teacher that works with students with behavioral problems I have found that behavioral techniques can be helpful, especially if the student is engaged in the decision process. Behaviorist techniques have been used in education to extinguish unwanted behavior and to promote desirable behavior. I use tools such as rewards and consequences and behavior modifications.
The one I probably use the most is rewards and consequences. Since I am part of an SLE program students’ rewards vary from being allowed to go visit a friend in another classroom to having lunch in the café/restaurant. The consequences are either monetary or individualized based on student’s interests. Another tool I use is behavior modification. A good example is yesterday one of my students wanted to go the café, but there has been a problem with him acting immaturely during class time, so he had to earn three
Recently, in a text book entitled, “Using Technology with Classroom Instruction That Works”, I was reading a chapter on reinforcing effort there were some great ideas on how to motivate students to either perform better or realize how much effort they put in to a project by using technology driven tools. The lesson that really peaked my interest was an excel spreadsheet in which the students tracked math scores for four week. They scored themselves on a rubric with such categories as class notes, attention, participation, homework and studying on a weekly basis. They rated themselves each week on how the felt they did on the different categories and the last category is their actual grade. Not only was this a math exercise it was also an exercise in effort and achievement.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page -
Behavior Section
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
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