Behavior Problem Essay

The commission of disruptive way riddles is a familiar concern for many schools. scholarly persons mien problems atomic number 18 challenging at all levels in school in recent years, manner difficulties in school take increased, teachers seem to be unprepared to deal with these problem. According to C. E. C. P (1998) severe student mis behaviours, reported by teacher include violation of classroom rules, macrocosm truant from school, blaming others for problems, irresponsible sort, and destruction of property. p. 21) Given the seriousness of these demeanours, teacher are spending disproportionately to a greater extent time on bearing problems that take away from instructions, compromising learning for both the student with the demeanour difficulties and rest of the classroom. Therefore, teachers need to formulate a plan to facilitate students with their behavioural problems so that the learning and teaching process happens actively and smoothly. 2. 0 mien tasks 2. 1 Definition of behavior, problem, and behavior problem. fashion bearing defines as the musical mode in which whizz be chip ins / The actions or reactions of a person or wight in response to external or internal stimuli. One of these actions or reactions a hormone . . . known to directly control sex-specific reproductive and parenting behaviors in a wide variety of vertebrates (Thomas Maugh II). (Cited from American Heritage Dictionary) Problem Problem defines as any question or matter involving doubt, uncertainness, or barrier/ a question proposed for solution or discussion / difficult to involve 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 more or less common types of behavioral problem that a teacher ener gy jar against 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/ offensive enounces k)Stealing Not besides behavior problems distract the attention in a classroom but also behavior disarray. Behavior dis rate is a much more severe problem than behavior problems. This is because 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 tykeren because this type of tikeren 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 feasible. As concerning with behavi oral problems, on that point are number of methods/strategies techniques available to cure them. Teachers should know these methods/strategies/techniques in order to help the students to mend their behavior problem and to help the school from veneering displin problems.The term for this methods/strategies/techniques is Behavior Modification 3. 0 Overcoming Behavior Problems with Behavior counsel and Behavior Modification 3. 1 Definition of Behavior Management and Behavior Modification. Behavior steering skills are accompanimently of importance to teachers in the educational system. Behavior management is all of the actions and conscious inactions to enhance the probability people, by the piece and in groups, choose behaviors, which are personally fulfilling, productive, and socially acceptable.Behavior passing is the use of empirically demonstrated behavior variegate techniques to improve behavior, such(prenominal)(prenominal) as altering an individuals behaviors and reactio ns to stimuli through positive and forbid living of adaptive behavior and/or the reduction of maladaptive behavior through positive and invalidating punishment. 3. 2 Behavior Management 1) Behavior management is applied at the group level by a classroom teacher as a form of behavioral applied science to produce high rates of student work completion and pick at classroom disruption. ) Contemporary behavior modification approaches involve students more actively in planning and shaping their own behavior through affair in the negotiation of contracts with their teachers and through exposure to training designed to help them to monitor and evaluate 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 rules such as positive reinforcement and mild punishments 4) This principle follows the operative learn system by B. F. Skinner, which is to describe the effects of the consequences of a particular behavior on the future occurrence of that behavior. There are four types of Operant Conditioning Positive payoff, Negative reinforcement, Punishment, and extinguishing. Both Positive and Negative Reinforcement strengthen behavior while both Punishment and Extinction weakens behavior. ) simulations of locating whereby the teacher uses the two of import 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 bunk in a classroom on how to use positive reinforcement. A teacher who uses positive reinforcement will constantly and consistently praised the students, ignored small infractions and was encouraging no matter what answer the students get.Once one student w as totally off track with his answer and the teachers response was no, but you are thinking and that is what I enjoy visual perception you think, listen to others and try 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 outback(a) or subtracted from the place 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 taking a quiz on it. You might study an extra chapter (your studying behavior would be made more frequent) because of the promise of an unpleasant stimulus, being removed (no final exam) Another mannikin If a student is trying to be the centre of the limelight by disrupting the classroom the teacher can use the parryance str ategy or punishment strategy as a negative reinforcement to the student. 3. 3 Behavior Modification The principles of using behavior modification are ) To vex a new behavior b) To strengthen a new behavior , c) To maintain an established behavior, d) To end inappropriate behavior, and finally e) To modify mad behavior. (Adapted from Krumboltz, J. , & Krumboltz, H. (1972). Changing childrens behavior. New York Prentice-Hall. ) There are 3 main principles to offend a new behavior which are i. Successive approach doctrine ( To teach a child to act in a manner in which he has seldom or never ahead behaved, reward successive steps to the inal behavior. ) ii. Continuous Reinforcement Principle (To develop a new behavior that the child has not previously exhibited, rear for an immediate reward by and by each correct performed it incorrectly. iii. Discrimination Principle (To teach a child to act in a particular way under one set of circumstances but not in another, help him to id entify 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 fortify a new behavior. i. Decreasing Reinforcement Principle (To encourage a child to reach out performing an established behavior with few or no rewards, gradually require a longer time goal 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 sound reward is no longer compulsive behavior, present it just before (or as soon as possible to) the time you present the new, hopefully more effective reward. ) D To gag rule inappropriate behavior There is 3 main principle to stop inap propriate behavior i. Satiation Principle (To stop a child from playacting in a particular way, you may allow him to continue (or insist 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 next 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 ruttish 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 decline 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 dismantle to experienced teachers.However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors Through practice comes proficiency. The structure 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 world through the eye 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.