Behavior Problem Essay Example for Free

demeanor Problem EssayThe management of disruptive sort problems is a familiar concern for many schools. Students port problems argon ch bothenging at all levels in school in recent years, demeanor difficulties in school have increased, teachers seem to be unprep atomic number 18d to deal with these problem. According to C. E. C. P (1998) Difficult school youngster mis demeanours, reported by teacher imply violation of somaroom rules, being truant from school, blaming others for problems, irresponsible sort, and destruction of property. p. 21) Given the seriousness of these behaviors, teacher are spending disproportionately more time on behavior problems that take away from instructions, compromising knowledge for both the student with the behavior difficulties and rest of the classroom. on that pointfore, teachers need to formulate a plan to help students with their behavioural problems so that the learning and teaching process happens actively and smoothly. 2. 0 bea ring Problems 2. 1 definition of behavior, problem, and behavior problem. bearingBehavior defines as the manner in which one behaves / The carry outs or reactions of a person or animal in resolution to external or internal stimuli. One of these actions or reactions a endocrine . . . known to directly control sex-specific reproductive and parenting behaviors in a wide variety of vertebrates (Thomas Maugh II). (Cited from Ameri rat hereditary pattern Dictionary) Problem Problem defines as any question or matter involving doubt, un truety, or difficulty/ a question proposed for solution or discussion / difficult to train or guide. cited from dictionary. com) Behavior Problem So basically behavior problems have both of the elements of behavior and problem. Which defines as a n action or reaction of a person to external or internal stimuli which involves qoubt, uncertainty or difficulty. 2. 2 Types of behavioral problems. There are 11 most cat valium types of behavioral problem that a teacher qualification encounter in schools. (KidsBehavior (UK). mht). They are a)Aggressive Outburst b)Biting peers or objects c)Pulling peers hair d)Banging their head )Hitting their peers f)Pinching their peers g)Always being absent to class h)Using violence in classroom i)Lying/ blaming others j)Usage of vulgar/abusive words k)Stealing Not moreover behavior problems inconvenience the attention in a classroom but also behavior disorder. Behavior disorder is a much more severe problem than behavior problems. This is beca call behavior disorders are hardwired in the students system. There are many types of behavior disorders and among them are a) autism, b) post-traumatic stress disorder and many more.Unfortunately, a teacher would not be able to help these types of pincerren because this type of children needs special attention. Therefore, if a teacher recognizes any kind of behavioral disorder in a child, the teacher should inform to his/her parents as soon as possible. As concerning with behavioral problems, there are number of methods/strategies techniques available to cure them. Teachers should know these methods/strategies/techniques in order to help the students to resort their behavior problem and to help the school from facing displin problems.The term for this methods/strategies/techniques is Behavior Modification 3. 0 Overcoming Behavior Problems with Behavior Management and Behavior Modification 3. 1 Definition of Behavior Management and Behavior Modification. Behavior management skills are particularly of importance to teachers in the educational system. Behavior management is all of the actions and sensible inactions to enhance the probability people, individually and in collections, choose behaviors, which are personally fulfilling, productive, and socially acceptable.Behavior limiting is the use of empirically demonstrated behavior change techniques to improve behavior, such as altering an individuals behaviors and reactions to s timuli finished positive and prohibit reinforcement of adaptive behavior and/or the reduction of maladaptive behavior by dint of positive and nix punishment. 3. 2 Behavior Management 1) Behavior management is applied at the group level by a classroom teacher as a form of behavioral design to produce high rates of student work completion and minimize classroom disruption. ) Contemporary behavior modification approaches involve students more actively in planning and shaping their own behavior by means of participation in the negotiation of contracts with their teachers and through exposure to training designed to help them to monitor and esteem their behavior more actively, to learn techniques of self-control and problem solving, and to set goals and reinforce themselves for meeting these goals. (Brophy (1986)) )The most common practices of this behavior management rely on the use of applied behavior analysis linguistic rules such as positive reinforcement and mild punishmen ts 4) This principle follows the operant Conditioning system by B. F. Skinner, which is to describe the set up of the consequences of a particular behavior on the future occurrence of that behavior. There are four types of Operant Conditioning coercive Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement establish behavior magical spell both Punishment and Extinction weakens behavior. ) Examples of situation whereby the teacher uses the two main types of operant conditioning. 3. 2. 1 Positive Reinforcement Definition Is an attempt to increase the likelihood of a behavior occurring in the future, an operant response is followed by the presentation of an appetitive stimulus. Example of situation in a classroom on how to use positive reinforcement. A teacher who uses positive reinforcement will constantly and consistently praised the students, ignored handsome infractions and was encouraging no matter what answer the students get.Once one student was totally off baffle with his answer and the teachers response was no, but you are thinking and that is what I enjoy seeing you think, listen to others and chastise again. Every minute or two the teacher was saying something positive. 3. 2. 2 Negative Reinforcement Definition Negative reinforcement occurs when a behavior is reinforced by removal of a stimulus. The word negative does not mean unpleasant. It means a stimulus is removed or subtracted from the situation as a form of reinforcement Example of situation in a classroom on how to use negative reinforcement.Suppose your teacher said you could skip the final exam by studying an extra chapter and pickings a quiz on it. You might study an extra chapter (your studying behavior would be do more frequent) because of the promise of an unpleasant stimulus, being removed (no final exam) Another example If a student is trying to be the centre of the limelight by disrupting the classroom the teacher can use the escape strategy or punishment strategy as a negative reinforcement to the student. 3. 3 Behavior Modification The principles of using behavior modification are ) To develop a new behavior b) To strengthen a new behavior , c) To maintain an established behavior, d) To peak inappropriate behavior, and finally e) To modify activated behavior. (Adapted from Krumboltz, J. , Krumboltz, H. (1972). Changing childrens behavior. New York Prentice-Hall. ) There are 3 main principles to develop a new behavior which are i. Successive Approximation Principle ( To teach a child to act in a manner in which he has seldom or never before behaved, reward successive move to the inal behavior. ) ii. Continuous Reinforcement Principle (To develop a new behavior that the child has not antecedently exhibited, arrange for an immediate reward after each decry performed it incorrectly. iii. Discrimination Principle (To teach a child to act in a particular way under one set of spate but not in anoth er, help him to identify the cues that differentiate the circumstances and reward him only when his action is appropriate to the cue. ) B To strengthen a new behaviorThere are 2 main principle in strengthening a new behavior. i. Decreasing Reinforcement Principle (To encourage a child to continue performing an established behavior with few or no rewards, gradually bespeak a longer time period or more correct responses before a correct behavior is rewarded. ) ii. Variable Reinforcement Principle (To improve or increase a childs performance of a certain activity, provide the child with an intermittent reward. ) C To maintain an established behavior There is 1main principle in estbablishing a new behavior . Substitution Principle (To change reinforcers when a previously in force(p) reward is no longer controlling behavior, present it just before (or as soon as possible to) the time you present the new, hopefully more effective reward. ) D To stop inappropriate behavior There is 3 ma in principle to stop inappropriate behavior i. Satiation Principle (To stop a child from acting in a particular way, you may allow him to continue (or assert that he continue) performing the undesired act until he tires of it. ) ii.Extinction Principle (To stop a child from acting in a particular way, you may arrange conditions so that he receives no rewards quest the undesired act. ) iii. Punishment Principle (To stop a child from acting in a certain way, deliver an aversive stimuli immediately after the action occurs. Since punishment results in increased hostility and aggression, it should only be used infrequently and in conjunction with reinforcement. ) E To modify emotional behavior There is 2 main principle to modify emotional behavior ) Avoidance Principle ( To teach a child to avoid a certain type of situation, simultaneously present to the child the situation to be avoided (or some representation of it) and some aversive conditon (or its representation) ii) Fear Reducti on Principle (To help a child overcome his fear of a particular situation, gradually increase his exposure to the feared situation while he is otherwise comfortable, relaxed, secure or rewarded. ) CONCLUSION The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers.However, changing your behavior and strategies is often the most economical and effective means of improving all types of classroom behaviors Through practice comes proficiency. The building block of emotions and behavior likely contains the largest and most diverse set of problems encountered in the classroom. By first understanding these problems and seeing the area through the eyes of your students, and, then developing and using a set of i strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom and also behavior problems can be mended.