Specific Behavior

The Classroom Management Plan (CMP) reflects Quality Indicator 5 (QI 5) because it has good examples of how to motivate, engage, have positive-social interactions with, and self-motivate the students in my classroom. I will motivate the students in my classroom with extrinsic rewards that the students will have to earn. In my classroom, I will have Dojo points and a treasure box full of rewards. I will also have extra recess and GO NOODLE dance parties as entire class rewards. Theorist, Fred Jones says that extrinsic rewards for students in the classroom helps with having positive behavior and minimizing behavior problems. I will also create a learning environment that engages the students by finding out the interest of each student. I will

Presented first by Charles Darwin nearly 150 years ago, the theory of evolution has answered many questions to the unique aspects of different species. It explains both the similarities and the differences among the animal species, and that all species are to varying degrees similar to one another, as well as being unique due to natural selection. Evolution is not a moral force, instead it promotes different traits that tend to get one’s genes passed on to the next generation (Gray, 2002). One of the different traits which evolution has influenced is behavior: for example the trait of aggression.

If a student worked hard and tried their best, they got to put a sticker on their chart. Once they get a certain amount, a student earns a prize.

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

The issue with waiting for him to mature to accept other foods is that feeding problems turn out to be common in children who are later diagnosed with a chronic condition in the future (Brown, 2014). Unusual behaviors are consistent with his development issues, which are playing alone, throwing tantrums, and only eating large portions of food he likes. The parents should not want to wait for Greg to mature to accept food because what he learns in his childhood years, will affect his behavior in his adult life. His feeding preference of not eating different food combinations is also a sign of developmental problems. One of the nutritional intervention for feeding problems is to be able to recognize that the child needs to be offered food as

This proactive approach almost eliminates the authoritarian teacher responses and instead focuses on acknowledging appropriate behaviors in students and teachers. The teachers make a commitment to addressing behaviors in the school. They focus on behavioral expectations and reward (in some way) when students and teachers meet those expectations. Some expectations to focus on regarding the students could include, saying something positive, participating in class, stating dislikes appropriately, being on time and having materials needed and ready. Some expectations for the teachers could be making the class interesting, using a variety of supplies, being creative in lesson plans, showing an interest in the subject matter and students. An example of a reward for these behaviors could be a token or ticket system. If someone is “caught” doing a positive behavior, they have an opportunity to be given the incentive and verbal praise. Making the rewards random (and not every time) will keep the interest of students and teachers. Once the majority of the classroom and teachers are engaged in appropriate behaviors for classroom management, classroom parties or teacher lunches can be introduced to keep motivation (Morrissey, Bohanon, & Fenning,

This paper discusses the differences between negative and positive forms of reinforcement. It also examines negative and positive forms of punishment. Further, it investigates how effective each type is in changing the behaviors of students. By comparing the effectiveness of punishment and reinforcement, hopefully psychologists and educators can find the best way to change negative behaviors both in and out of the classroom.

Two of the teachers I work with a lot have a very good rewards system going as a way of reinforcing good behavior. The first teacher uses a rainbow chart and when the students get to the top they get to choose a prize from the bucket. The other teacher uses a marble system. Each table and student has the chance to gain marbles along with the class as a whole. If students are listening and behaving they may get marbles to put in their tables container. If the whole class is doing an awesome job, the marbles get put into the classes jar. When the students get enough marbles their table gets a prize or reward of some sort, positive reinforcement. The kiddos get so excited when they get a prize. Negative punishment is used when they are misbehaving. The students can also get marbles taken out of their tables jar and

are committed to providing a respectful, encouraging learning environment that promotes student achievement, inclusion, self-efficacy and confidence. We will strive to create a classroom climate that measures high in addressing Abraham Maslow’s Hierarchy of Needs. For instance, in order to meet our students’ physiological needs, our classroom environment will be clean, orderly, free of distractions and well provisioned with easy-to-access supplies. To meet our students’ need for safety, we will be fair, consistent, nurturing and respectful. We will strive to keep the learning environment free of emotional and/or physical threats or bullying of any kind. We will communicate our grading and discipline policies clearly so all students understand our behavior/performance expectations and consequences. To promote belongingness, we will model acceptance, affection and appreciation of all members of the classroom community. We will strive to ensure each community member feels recognized and respected by arranging group exercises, maintaining a feeling of lightheartedness and fun, and encouraging interactions and friendships among community

This research project will focus on classroom reward systems and their effect on ‘on task’ behaviour in a grade 3 classroom. This research is important because there is much debate in the education world as to the effectiveness of extrinsic motivators as all students respond differently to different behaviour management techniques. This research project will provide me with insight into how a formal reward system improves or worsens on task behaviour, with a particular focus on the last hour of the school day. This research focuses on the National Priority Area of “classroom management” as well as Graduate Teaching Standards 4.2 “Uses positive reinforcement to promote learning” and 4.6 “Manages challenging behaviour”. The literature indicates that the most popular viewpoint is that extrinsic motivators have a damaging effect on intrinsic motivation. While there

Positive reinforcement plays a major role in the classroom management plan in my cooperating teacher’s classroom. In this fourth grade class, students are grouped in groups of four or five who work as a team to earn marbles. Each group has a marble jar on their storage shelf in their group where the teacher will add a variety of different sized marbles. Students can earn marbles for following directions, answering questions, paying attention, helping others, being a good listener, and many other positive behaviors and good choices. Different size marbles represent a different amount of tickets that students can earn to use to purchase rewards. Some rewards include a free homework pass, lunch with a friend, lunch with the teacher; sit in the rocking chair during reading time, or choosing a prize from the prize box. As I observed the class, I realized this system works really well for this group of students. The teacher would give the class directions. For example, “please get out your math journals and a pencil.” The teacher did not have to say anything about earning marbles. All she did was gather a handful of marbles, begin walking around the room looking for a group who was following direction and ready to work. Once she spotted a group doing what was asked, she placed the marbles in their jar. She followed the steps until she was out of marbles. Students were ready to work fast. The “clink”

Participating all together and putting in work the reward system would lead to less stress and frustration and students would also have more fun in the classroom. Creating this would increase happy faces and smiles all over the classroom, giving them freedom to choose what they would like to do. Having a clear communication and clear ideas; students tend to focus and this also is exciting to them because it gives them more opportunities to feel accomplished. With less stress the ability of the students increase to focus better, determining the strenghths of each individual and rewarding them is what makes a difference in each classroom. Helping each other is what makes this world a better place, helping each other and recognizing their

Education in the United States is a continuous source of controversy. How should the generations be taught? This is an extremely important and in depth issue that has many levels. Each level has its own disagreements. One particular level of education that has been researched is whether or not behavioral methods are effective enough to be used in the classroom to improve academic performance. As can be seen in the data included here, there are many forms of positive reinforcement contingencies that can be presented in the classroom. These may include social rewards, like acceptance and encouragement from peers, tangible rewards, like the token economy, or internally motivating rewards, like having a sense of self-efficacy and feeling

My first conclusion is “The use of extrinsic rewards in today’s classroom are overused and an emphasis on intrinsic rewards is needed”. This conclusion is visible in many classrooms across America and including the junior chemistry class at Northfield High School. When the students were given work time in class to do their homework most of the class would work to get the worksheet

Motivation and rewards are very important concepts in an effective educational system. Motivation is the driving force a person has to carry out activities and behaviors. Meanwhile, rewards are the benefits that a person receives or hopes to receive in completing the action or behavior thus providing motivation. This is why rewards are often implemented in education in order to motivate students to learn. However, not all rewards are the same as they can be separated into two different categories: intrinsic and extrinsic. In this paper I will argue that extrinsic rewards should not be heavily relied upon in schools as a motivator for academic success.