Encouragement Strategies For Students Behavior

Numerous studies have been conducted that look at using praise in order to decrease disruptive behaviors in the classroom. With my study I will look at the effects of using praise to reduce the disruptive behaviors of a 2nd grade student during class time. The three studies I have chosen to look at that use praise to decrease unwanted behaviors are a classroom teacher consultation model for increasing praise and decreasing disruptive behavior, positive attending to improve student behavior, and direct behavioral consultation. My first article looks at a classroom checkup that addresses the need for classroom-level support while minimizing treatment integrity problems which are common to school-based consultation (Reinke, Lewis-Palmer, & Merrell, 2008). My second article focuses on the teachers to improve student behavior in the classroom and this is

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

Criterion-Specific Rewards. Criterion-specific rewards can be used as part of a proactive intervention for managing classroom behavior. Students may earn criterion-specific rewards such as activities, privileges, and tangible incentives after the occurrence of an identified target

Dr. Fabiano examined 174 studies along with his co-authors Pontifex, and DuPaul, about behavioral treatments in 114 papers. The treatments fell into three broad categories, such as parents, teachers, and therapeutic analysis (para. 2). For example, parents are considered a very helpful support for these children, because parents know their children and are able to provide behavioral support for their children in classrooms. Parents understand how to get their children to pay attention to instructions so they can learn skills. Also, teachers were provided with effective behavior strategies help students perform better in classrooms (Clay, 2013, p. 44).

Criterion -specific rewards could help address Zach’s and Patrick’s goals. Criterion- specific rewards are meaningful prizes or privileges that are given when a student demonstrates a target behavior. Group contingency is based off of peer influence. The group works toward a goal, and when the goal is reached, a reward is given. Effective rules are specific, predictable rules that help students change their own behaviors to desired ones.

Unfortunately, misbehavior overshadows positive and compliant behaviors. Teachers should realize that successful classroom management requires a teacher with an overt strategy to recognize, acknowledge, and reward the behaviors that he or she wants to flourish. We should understand that affirmation is the most positive behavior of all. Every student needs to feel that he or she will be accepted even when his/her behavior is not. Teachers should constantly model positive reinforcement for students by encouraging good behavior in the classroom. We should always think to give four positives with any corrective feedback given. (Jim Fay, David Funk, 1995) Positive Classroom Management is a set of proactive strategies that create a structured

Students live in an instant gratification world where points are earned, rewards are given, checkmarks are made and stickers are received. These extrinsic motivational strategies may initially increase student performance, but over time research shows it may diminish students’ intrinsic motivation. Educators must be cautious of the rewards given to students. When rewards are over used students tend to want more rewards which decreases intrinsic motivation. In addition, overly rewarding students with positive praise and recognition can cause harm to motiving students to become genuinely motivated. Research states, “Supporting student autonomy in the classroom, by giving them meaningful choices regarding their own educations, and by setting up

Before meeting with other school professional, I have to make sure that I have performed the functional behavioral assessment (FBA) to gather details about the events that forecast and maintain a student’s problem behavior ( Smith, 2011). The FBA will provide information that will be used to create an effective positive behavior intervention plan for these pupils. It is very important to understand why these students are careless and why they are engaging in problem behaviors. It is also important to deepen and to learn about the reasons why students may be showing attentive behavior. Behaviors are not repeated unless they serve a function for the student. Through my Intervention for Behavior Problems of Students with Disabilities, I learned

Academics analysis showed that schools with lower scores at the beginning of implementation grew faster than schools with high start scores. Fidelity did not relate to academic outcomes in a statistically significant manner.

As I was observing the children in the classroom I was noticing every one of their behaviors and learning styles was different. For example, there was a little girl who liked to get treats when she was learning, also known as positive reinforcement, and this worked for her. She was engaged because she knew she was getting a treat if she answered correctly vs little boy who needed more help or more direction when he was trying to get through his worksheet. Something I also noticed during my observation period was that behaviors of the children were not the same. Some of the children’s behavior was more aggressive than other children. The other children were more relaxed, but very fidgety while they were sitting.

In this chapter, it focuses on Incentives, anything that motivates or encourages someone to do something.

Criterion-Specific rewards target good behavior and provide recognition. Rewards of tangible objects, such as stickers, toys and, or candy should not be used as incentives for good work.

In “Reward” the student keeps himself accountable for his own success by working diligently and giving it all of his effort, because he knows that the only way to success is to walk down a road less traveled.

Students with learning disabilities are often extremely unmotivated. To them, school tends to be one failure after another. This poor student achievement is usually due to an extreme lack of motivation. In attempts to overcome this lack of motivation, rewards are offered. Many of us have heard, “If only they were more motivated, they would do so much better on test and get better grades” when having conversations about these individuals. The effect that is intended for the reward is often mistaken and therefore it can have the opposite effect of what was originally intended. Children who lack intrinsic motivation will get the wrong idea from receiving rewards. Sometimes when rewards are used, the student will find ways to excel in the task more so then when the reward is not in place (Amabile and Gitmore, 1984). Students with

As educators we need to constantly strive to maximize the potential of our students. In my opinion one of the most effective ways to maximize learning is to motivate in the classroom. Even though most educators would agree that motivation in the classroom is an effective strategy to maximize learning as a whole we do not emphasize and use this strategy enough. There are several reasons why educators do not take advantage of this good teaching strategy; some of these reasons are that it takes more thought and time, we are to focused on curriculum, and we have not been educated on how to motivate and why it is important. It is my hope that this paper will improve how we motivate in the classroom and to learn how we can