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Challenging Behavior in the ECE Classroom, Students who don't want to…

- - - - Skinner's operant behaviour to punish bad behaviour with negative consequences: Instills fear in students
        
        Outdated and harmful to students' in the long-term
    - - Keep it brief and effective (step instructions) and have them repeat it back to you.
        
        Piaget’s preoperational stage: Young learner’s lack logical reasoning, are limited by egocentrism and cannot fully perform what Piaget called “operations” so they need training and guidance in brief but effective communicated instructions to build understanding with appropriate behaviours.
        Piaget’s behaviourism: Students can attribute meaning to situations, to then anticipate future happenings, thereby adapting to its environment.
      - Provide alternatives to ensure their needs are met. For example, rather than pushing a classmate if they grab your toys, you can ..? (fill in the blank) “use your words”, etc.
        
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      - Focus on signalling out the behaviour as bad/negative, and not the student
        
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    - - Go to a quiet cool down space and practice strategies such as body breathing for as long as they need and hold and comfort them to help them regulate their emotions, i.e. model appropriate behaviour and provide self-regulatory strategies
        
        Thorndike and the law of effect: Student’s will modify their behaviour based on the consequences (good or bad) of that behaviour
    - - Take a break from the ‘action’ in a quiet cool down space, by themselves (can provide a tissue or water bottle) before they can rejoin the fun. This is an effective discipline strategy, because it communicates how serious the infraction is, and gives the child a chance to calm down.
        Ensure to keep it 1 minute per year of their age, e.g 3 minutes for a 3 year old for a time-out.
        
        Thorndike and the law of effect: It relates to the tendency to modify behaviour based on the consequences (good or bad) of that behaviour
        
        Skinner’s operant behaviour: punishment of isolation – It punishes” negative behaviour by removing the disruptive student from the class and subtracts peer reward and adds isolation as a “punishment”
        The disruptive student can no longer influence or affect other students, and that student can see the fun other students are having without them
    - - Stickers for behaviour that align with class rules and norms, and if you accumulate x amount of stickers, you can receive x reward (E.g. 5 minutes extra play, clay, or reading time, etc.).
        However it is important to slowly phase out this reward system to avoid the child only doing it for a reward.
        
        Extrinsic motivation, following Thorndike and the law of effect: Student’s modifying their behaviour based on the good consequences of good behaviour
        
        Pavlov classical conditioning: The sticker or reward is the (food) treat like in the experiment
        
        Skinner’s Operant conditioning: Providing positive reinforcement with rewards and treats
        
        Also known as ‘Token economy’ which can be used to discourage negative behaviours and for encouraging positive behaviours.
        It also teaches patience and self-discipline
        
        Specific praise and encouragement, used in relation to phasing out reward systems can be used to create intrinsic motivation
    - - The focus is on encouraging EC learners of what they should be doing.
        Be specific on the praise by relating it to the action (positive reinforcement)
        
        Thorndike and the law of effect: Continually provide positive and specific praise whenever a challenging student follows class norms and rules or does something kind. The student will likely modify their behaviour based on their interest on the teacher’s positive reinforcement.
        
        Piaget cognitive development: Children construct knowledge from their experiences, and if those experience are more positive, this will influence the desired behaviour of the teacher
        
        Pavlov classical conditioning: Students become conditioned to wanting to hear the specific praise so do the behaviour that gets this response
        
        Skinner’s operant conditioning: Change of challenging behaviour through positive reinforcement with praise and encouragement
    - - Respond by simply removing whatever caused the behaviour. For example, if a student hits another student over the head with a toy truck, then take the truck away from the student for the rest of the day.
        The consequences work best when they are logically related to the offence
        
        Skinner’s Operant conditioning:
        Consequences of your behaviours shape their future behaviours
        Being fair in the consequences also allows students not to move towards more extreme behaviour
        
        Thorndike and the law of effect: Student’s tendency to modify behaviour based on the consequences (good or bad) of that behaviour
    - - It’s a good strategy to try stay one step ahead by being mindful of situations (related to difficulty).
        
        Children’s emotions drive their behaviour, and they struggle to control themselves when they are hungry, overtired and overwhelmed. So give them structure with routines, clear rules or boundaries and provide clear expectations.
        
        E.g. it’s okay to be angry, but it’s not okay to hurt anyone else or destroy property because you are angry.
        
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        Watson and behaviourism: The teacher having a good understanding the stimulus within the class environment, whether it be certain times within a routine, certain situations seating arrangements, class materials/toys, different student personalities, etc.
        
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- - - - Piaget’s Cognitive Development theory: children seek out information to make sense of their world. Thus, providing limited choices for young learners so as to not overwhelm them, gives a sense of control
      - Understand that younger children lack logical reasoning, and construct knowledge from their experiences and observations. School is new and unknown, and as they learn, they group these into schemes to make a positive or negative conclusion - so help create the positive experience
  - - - Skinner’s operant conditioning: positive reinforcement with rewards and/or treats
  - - - students
      - Piaget development theory: Young children construct knowledge from their experiences and observation so the routines will inform their overall understanding of ‘what is school’ and make associations which you can influence positively
- - - - This fear can cause significant emotional stress and may interfere with learning.
      - Can consider using Pavlov's conditioning by training student's with gestures to understand basic receptive language or instructions
  - - - Check comprehension and understanding (formal and informal formative assessments) to ensure you are able to reach all students
        
        Offer different ways to complete a task to meet different students learning styles and better engage all students
        
        activity
        
        praise
      - John Watson and Behaviourism: Student develops negative feelings or attitudes towards learning because they don’t fully understand or struggle. These frustrations and negative emotions affect behaviours and how determine student’s actions. By ensuring students can understand, you are able to mitigate problematic behaviour
        
        Can consider using Skinner’s operant conditioning with praise when they do understand/complete an activity, and rewards to build confidence for participation
  - - - No punishing of bad behaviours but instead encourage the negative behaviour - This technique surprises children by allowing the behaviour that is typically against the rules, but works by requires the children to engage in the activity so much, they get bored or realizes the futility of that behaviour
        
        Thorndike’s Law of effect: when satisfaction follows an association, it is more likely to be repeated.
      - The student disrupts the class by constantly moves around during class time, e.g. repeatedly goes to the bathroom or drink water = may want attention (or be bored)
        
        Use the satiation technique:
        Give instructions to continue the behaviour for a set time limit e.g. stay by the water fountain or with your water bottle and drink for 3 minutes straight then come back to join the class
        
        This lets the student know after this they should no longer be thirsty and may embarrass him by pointing out the negative behaviour in front of the whole class. This is known as “light social punishment” which may motivate the student to avoid the attention by focusing on school work
        
        Thorndike’s law of effect: Reinforcing (suitable) negative consequences with negative behaviours can reduce the child’s behaviour, while simultaneously praising their good behaviour may train students to act appropriately
        
        reduce
        
        Ignore behaviour with the extinction technique, but requires 100% consistency and knowledge of your student in how they will perceive the ignoring in the desired way, i.e. that it is not condoned
        
        Law of effect: If a students is engaging in a behaviour because he/she is getting the reward of attention from the teacher, then removing this reward by ignoring the student should stop the behaviour from occurring
- - - - When the teachers respond with reactions that produce a positive effect in any given situation become more likely to occur again in that situation, the opposite for adverse effects. Limiting the opportunity to participate and receive prizes can result in the children changing their behavior and adapting to the problem.
  - - - Through Pavlovian training we can reward the children for their good behavior with small prizes such as stars, stickers or even highfives. Over time the children will seek good behavior because they will be rewarded for it.
- - - - As Piaget discusses, children in the preoperational stage seem to lack a sense of logical reasoning or rationality... They are stuck within their egocentric world bubble and fail to grasp how their actions affect others. This centration limits their abilities to understand complex situations around them, and the children need things explained to them clearly.
        This is an opportunity for the teacher to take an active role in mentoring and helping the child understand appropriate and inappropriate behavior.
  - - - Utilizing individual positive behavior support (PBS), the teacher would take the role of the primary caregiver to correct the misbehavior.
        The teacher will be able to address and help the student adapt to the new challenges that they face.
- - - - Alternative Solution
        
        When the child shouts in class, you may take away the time that he was interrupting the class. For example, take away a break time or take away the stamp that the child earned from the behavior chart. When a child shouts, you may also move the child away from his/her friend.
        This approach is known as negative punishment.
      - Alternative Solution
        
        When the child shouts out the answers, you may ignore the child but then answer when the child raises a hand. This approach is known as negative reinforcement.
      - Alternative Solution
        
        When the child does not shout and this accumulates several times, a teacher scolds the child publicly for repeating misbehavior. This approach is known as positive punishment.
- - - - Reward examples: extra free x amount of minutes of playtime, give a prize when a certain amount of stickers or points are collected, the student choosees a game to play in class, or give a choice when choosing an activity
      - Negative punishment is possible although not recommended. For example, take away a break time for the times that the student moves around the classroom.
- - - - Alternative Solution:
        Provide positive feedback to the other students who sit well.
        The student who does move around may hear the positive feedback toward the other students and wish to receive the positive feedback as well. The student will then, most likely, exhibit that he or she can sit well. This concept borders operant conditioning with positive reinforcement.