Positive Reinforcement Case Study Shantel Rider ECE201: Intro to Early Childhood Behavior Management Instructor: Maya Raimondi September 30, 2013 Positive Reinforcement Case Study In case with Doug the 2nd grader in Mr. McGrady’s class the strategy I would use to address Doug’s behavior problems is 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 behavior(s) at a set level of performance.”( Curran 2003) A reinforcement system supports students in making connections between a behavior and its consequences (Alberto & Troutman, 2003). Effective, criterion-specific rewards are delivered immediately; contingent; desirable and appealing to students; planned; and realistically attainable (Martella, Nelson, & Marchand-Martella, 2003). Rewards should be simple to implement, easy to record, inexpensive, and nondisruptive (Levin & Nolan, 2000; Smith & Rivera, 1993).
Principal, 43-44. Retrieved from http://www.naesp.org/resources/2/Principal/2009/S-O_p.42.pdf Savage, T., & Savage, M. (2010). Successful classroom management and discipline teaching self-control and responsibility. (3rd ed.). Sage
Also the 11+ exam where it allocated the students into a certain type of school they were sent to, either Grammar, Technical or Secondary Morden School, based on their results. It helped students to be categorized into schools with their working-speed and intelligence which helped push them into having a successful educational experience. The last two reform acts alternate around each other; the beginning of comprehensive schools at 1960s where all students go to same schools regardless of their ability, allowed the minister of education to introduce the Baker Act in 1988. They aimed to improve educational institutions for a better educational experience for all students by raising standards, called Marketisation. This bought on Marketisation where schools try to attract other students by raising standards to show they are most successful.
Keywords: culture, prepared, school counselor View of Myself Looking back at the receptivity scale, I feel as though my responses have made me realize that I am very well prepared to be a school counselor. What I see, what I know, and what I display to those students around me in the school environment lets me know that I truly am a people person. I love helping others regardless of race, gender, religion, disabilities, adults, children, and so on and so forth. That is just the personality that I carry. What I do believe is that being raised by a GOD fearing woman, who strongly stands firm by his word, has taught me many things.
Hamline University “Academic Honesty – CLA” August 2005 http://www.hameline.edu/shared/policies/cla_student/academic_honesty.html 2. Ohio Literacy Resource Center “Time Management and Prioritization of Tasks” June 2009
TDA 3.4: Promote children and young people’s positive behaviour 1. Understand policies and procedures for promoting children and young people’s positive behaviour. 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures relevant in my school are written in the prospectus which is available for every adult and child in the school to read. They ensure that all the children in the school understand clearly how they are expected to behave in a kind and considerate manner and also encourage them to learn in a positive environment.
There are several relationships that matter here: Parent- teacher, parent- child, teacher- child. They all should be equally yoked and the parent should realize that each of these relationships will be beneficial to their child. “ Several Studies show that when parents are positively involved in their child’s education that they achieve higher grade, test scores, perform better in school, and actually attend school” (Children, 2008). The children are more excited about learning and education because their parents show an interest in it. In the teacher- child relationship, the teacher can build the relationship by utilizing active listening skills, making direct eye contact, engaging in one on one and face to face interactions with the child.
There are numerous facts and findings on how school uniforms positively and completely enrich students’ school experience. School uniforms should be mandated in the United States from kindergarten to twelfth grade allowing our children to focus on their education and not their social environment. Uniforms are just one avenue we can take to attempt to improve our schools and raise student achievement. “According to the School Administrator publication, along with school reported statistics, the mandate of uniforms on campuses has reduced tardiness, skipped classes, suspensions, and discipline referrals” (Chen 1). All of these findings are extremely conductive of how mandating school uniforms would greatly improve our student’s ability to improve their school experience.
In this report, the study identifies the following eight practices that are “proving successful” especially in schools that serve disadvantaged children: (1) Make every minute count; (2) Prioritize time according to focused learning goals; (3) Individualize learning time and instruction based on student needs; (4) Build a school culture of expectations and mutual accountability; (5) Provide a well-rounded education; (6) Prepare students for college and career; (7) Continually strengthen instruction; and (8) Relentlessly assess, analyze and respond to student data. Randi Weingarten argues that extended learning isn’t the one and all way to raise achievement, but can be one of many tools to do so. He also pointed out that these changes have to be implemented with “input and buy in” from teachers, and also compensation to teachers for additional time which the study does not address. Educational leaders and policymakers are grappling with strategies that will provide students, especially those living in high-poverty areas, with the knowledge and skills they need to succeed in the 21st
Basing on research of Brody & Benbow (1987) and Stanley (1985), Heward (1996) indicated: “Programs that allow gifted students to accelerate their academic program have been highly successful in terms of academic achievements, extracurricular activities and social and emotional adjustment” (p.482). Beside acceleration, curriculum compacting is also an effective method to engage talented children in learning activities. It aims at focusing on important content in required curriculum, removing superfluous information and substituting appropriate materials (Heward, 1996). According to studies of Renzulli, Smith and Reis (as cited in Haring & McCormick, 1974), curriculum compacting guarantees that the