Behaviourism And Behaviour Management

Behaviour is considered as one of the primary psychological paradigms in the early 20th century and it is characterized by works of eminent theorists like Skinner and Watson. This approach is emphasized at learning focused on observation and quantification of behaviour discounting the need to refer to the mental processes. Knowledge is perceived as essential repertoire of the behaviours which are largely considered passive and mechanical responses to any external environmental stimuli (Bartlett and Burton, 2012). Various researches performing as behaviourists perceive that the objective of education is providing learners with appropriate repertoire responses to particular stimulus. Information is transmitted in the form of a specific behaviour for respective stimulus from teacher to the learners and this form of learning is demonstrated as acquisition of a new kind of behaviour or modifying behaviour as an outcome of teaching or training or tutoring (Canter & Canter, 1992). Different behavioural responses has been reinforced by means of using appropriate reinforcement schedule which breakdown material into sequence of small tasks which are found to be consistently repeating material and providing for positive reinforcement to the appropriate responses.

As such various teaching method incorporating techniques like learning by rotes skill or drill and question answer tasks gradually increase the level of difficulty as such techniques available to break material into smaller pieces and enable consistent repetition required for learning to take place. Because we perceive that teaching can be planned in a careful way and in a systematic manner regularly testing the behaviour of learners for monitoring their progress as well as providing feedback regarding their learning. Behaviourism in this case can be considered as a method of teaching and learning content which received significant criticism in recent times and have generally fallen out of favour not on account of this regard of what goes on in the head of the learner and the rejection of the importance of mental processes in which the learner engages. However in the domain of behaviour management the aspect of behaviourism is considered to be an important influence and there are significant behaviour management approaches and techniques which extracted inspiration from this psychological field (Cox, 2004). This behaviour management assignment emphasizes on the behaviourist behaviour management from the perspective of behaviourist. From their perspective any kind of behaviour can be considered as repertoire different responses to any typical stimulus. In this regard appropriate stimulus can be implemented in terms of exhibiting behaviourism in education. Appropriate response can be taught as well as learn and by means of using effective reinforcement schedule. Therefore considered in this perspective it will be articulated that deserve behaviour is considered as undesirable responses to different kind of stimuli and children can be taught more desirable responses by means of use of reinforcement (DfE, 2011). By using this basic theory, behaviourism created significant influence on classroom management techniques as well as encouragement of appropriate behaviour in classroom. Using behaviourist perspective, researchers like Garner (2009), recommended the use of positive thinking approach for establishment of a context for appropriate classroom behaviour which is characterized by multiple principles. The principles include a concerned with the observable elements like behaviour for a bi assertion that behaviour is a learnt element and learning involves the changes in the course of behaviour. It can also consider that change in behaviour depends primarily on consequences and that behaviour is governed by contexts in which these appear. This approach has emphasized on the way in which appropriate behaviour can be learnt by means of using behaviourist principles. To the concerned teacher initially identifies behaviour which they considered being desirable and which is considered to be disruptive as well as undesirable and then communicates such regulations to the learners. In the next the teacher provides reward to the learner who specifically displayed a desirable kind of behaviour there for changing the scope of behaviour by exhibiting learning of positive consequences which display appropriate behaviour pattern (Gulliford & Miller, 2015). The approaches to behaviour management like acetic principle follow a typical same pattern. In this case there are a series of regulations which has been established and their rewards for the people who follow rules and consequences for those who do not follow the rules and search reward and consequences has been consistently implemented. There are some current government guidelines for various kind of behaviour management in schools adopting such approaches.

Principles have also been used in order to aid in understanding of disruptive behaviour once it happens. From the perspective of a behaviourist, understanding of the typical disruptive behaviour do not need any kind of consideration of the internal mental state of the learner or any consequence as it is perceive that such states like perception or belief or motivation for satisfaction can be understood by means of examination of the benefit of behaviour. On the contrary analysis of deserted behaviour means examination of behaviour itself and a context to their behaviour happens with no reference to the mental process of the learner (Kay, 2006). Behaviour is examined in context to what comes either before or after the manifestation of a typical behaviour using a typical model which is called the ABC model. The three acronyms stand for three different elements in this model. The first letter stands for antecedent which refers to what is happening in connection prior to the typical observable behaviour (Kearney, 2007). The next acronym refers to behaviour with demonstrate what is actually happening in case of observable terms and the last term refers to consequences of what is happening immediately afterwards.

Researchers perceived that behaviour can be altered by either undergoing change of the antecedents to the respective behaviour or the consequences of the specific behaviour. LaVigna (2000), critically argues and numerates various advantages of this model regarding understanding of disruptive behaviour. Research suggests that this model emphasize on the attention of the teacher on what the child have actually done in the aspect of behaviour which represents the second acronym of this model. In this case it can also be articulated that behaviour needs to be systematically observed and properly recorded rather than a generally labelling behaviour under some specific terminology of disruptive umbrella (Martella et al., 2012). However that nation of teachers are directly emphasized at events within class from that he or she has influence over and therefore can change in order to make changes effective in the behaviour stream of the child or children. In the last place it can be highlighted that this approach of this model emphasizes on the behaviour of the child and the weight takes place within a typical context and that such behaviour is influenced by environment as well behaviour influences of what happens next in classroom. However in the approach provides the link between identification of undesirable behaviour which is an explanation of why it occurs and the feasible strategies for changing the specific behaviour. Any atoms towards changing behaviour with use of this model begins with questions like what triggered behaviour full stop in other words the antioxidants and the way in which this behaviour is been reinforced is questioned. However, put in a different way it refers to examination of the consequences as well (Merrett & Wheldall, 2012). Antecedents to the destructive behaviour incorporate the issues which can be impacted by the teachers like task difficulty of the engagement of learners with topic or the city management of classroom and the relationship of the other learners with the teacher along with the issues on which the teachers have less or no control. The issues of the latter category include impact on the home environment of the learner on the perceiving process and the learning process. This model demonstrates that teachers can make use of a number of strategies for preventing or avoiding disruptive behaviour through elimination of antecedents towards unwanted behaviour (Pritchard, 2009). For evidence the teachers can enforce regulations by means of positive statements which help them to give praise which might be behaviour specific or they can change teaching for engaging interest of the learners.

However in spite of the best effort of teachers it is likely that some children might steal display typical disruptive behaviour on several locations. In this case, following behaviourism, it can be clearly articulated that it is very important to address consequences of any form of behaviour as it might be the case that any form of undesirable behaviour has been reinforced by means of reaction provoked by the learner. For evidence any child behaving badly for gaining that initial the teacher can be a typical incident as it is a typical psychology for children of a typical kind and nature and difficult form of attention that negative incidents can bring about positive outcome. In this case the greatest achievement of children in class can be the attention of teachers. The reaction of teachers is their prize (Haydn, 2014). However, in some other locations the child might also be behaving badly for securing reaction from their peers and juniors and again win the game this reaction this kind of behaviour is established and reinforced with the exhibit on repetitive basis. Hence behaviourism advocates teaching new repertoire followed by reinforcement of typical patterns of good behaviour. It is equally important to reinforce any kind of undesirable behaviour which should be obliterated. Therefore reinforcement is to be considered as a typical aspect in this stage however also taking into account the fact that on the basis of behaviourism, the teachers should consider punishment as well as sanctioning not as a part of the schedule of reinforcement. On the contrary the aspects of a positive reinforcement needs to be used as it has been argued that present advisors are favourable to help learners to make desired kind of connection established between the specific stimuli as well as appropriate kind of behaviour towards the respective stimuli (Smith, 2014). Positive reinforcement can be experienced in three instances. The first instance is the reward which can be provided when learners select preferred kind of behaviour which is popular as differential reinforcement of alternative responses followed by a reward which can be provided when the learners selects not to commit any kind of undesirable behaviour which is referred to as differential reinforcement or omission of response and finally the kind of reward provided when the learner exhibits lesser frequency of any form of unwanted behaviour which is referred to as differential reinforcement or reduction in the rate of responding towards unwanted stimuli. Disruptive as well as undesirable behaviour needs to be ignored to the extent possible so as not to reinforce any form of alternative behaviour.

Behaviourism, on one hand continues to exert influence over the techniques of behaviour management in the modern day schools. Nevertheless it has been also criticized for typical limitations. Some of the important traditions have been derived from an appropriate implementation of approaches. For evidence, Sperry (2015), put forward the opinion that behaviourist approach towards dealing with several destructive behaviour like assertive discipline have been misused in practice as the teacher's have neglected the press components on many occasions and directly went for the option of punishments. In this case bad behaviour has been reinforced by means of negative attention received by learners and the good behaviour has been far from being reinforced.

There have been a great people traditions emphasized on limitations of the approach itself. One of the important decisions of behaviourism is that it does not recognize uniqueness of individuals. In educational context researchers have suggested that the behaviourist approaches towards behaviour management can you never walk equal in case of all learners full stop these do not particularly work well for the students to find it very difficult to fit in with the kinds of demanded behaviour during learn in setting on account of reasons like cultural difference for learning difficulty as well as the emotional state (Lemov, 2015). Hence it might be argued that in behaviour management should perceive more holistic approach and therefore considered the evening personal situation of children as well as their level of development for their cultural background and social background and respective personality and other characteristics rather than emphasizing mostly on the rigid kinds of acceptable and stereotyped unacceptable behaviour. In the same way the behaviourist approach has been criticized for taking simple approaches towards behaviour which has been largely derived on experiments on the animals. The learners considered to be passive recipients who have been reacting to different stimuli provided by trainers and those who have little free will of their own (Skinner, 1953). The perception of humans does not consider the complex nature of the human learning and emphasizes on only observable behaviour followed by the cognition of learners as well as thinking process which have been completely ignored.

On top of that it has been suggested that the techniques of behaviour Management which mostly emphasized only on the typical behaviour and completely neglects the mental process associated with the behaviour which forces the individual to demonstrate a typical behaviour have not been able to change the cognitive perception of the learners. This is because there is emphasis on suppressing the bad behaviour rather than emphasizing on teaching the learners new response and changing the sustainable behaviour problems related with learners. Under such circumstances it can be suggested that the behaviourist approaches have a sustainable impact and such approaches must refrain from teaching learners the general approach to behave rather than taking steps to eliminating bad behaviour following the most appropriate way (Balliet and van Lange, 2013). In the end it will be articulated that behaviourist approaches towards behaviour management have also received criticism for additional emphasis on reward and it has been demonstrated that emphasis can reduce the intrinsic motivation of learners to complete the tasks. In other words the learners do not learn to give value to learning as well as good behaviour for its own sake however for extrinsic reward received for properly behaving and accomplishing tasks provided by teachers to them. As such the learners have not become self motivated however they have relied on approval as well as direction of the teachers only.

In conclusion it can be demonstrated that behaviourist approach suggestions like that of the ABC model leading to emancipation of understanding towards disruptive behaviour by examining antecedents and consequences of behaviour are reminiscent to which the context with which the behaviour occurs. This approach provides various suggestions for strategies which are needed in order to avoid difficult disruptive behaviours and dealing with such behaviour immediately when it happens. It seems that behaviourism is considered as a commonly used element of behaviour management approach and human being tends to use the element of reinforcement in general kind of behaviour and associated research which exhibits that large number of teachers have been using behaviourist principles in the strategies of behaviour management (Hackenberg, 2009). Nevertheless, provided the limitations accepted with this approach it will be perhaps useful for teachers to remain cautious of various approaches towards behaviour management such that the requirements of individual students can be met.

Behaviour management also encompasses the element of behaviourism in within the modern classroom. Majority of the researchers denominated about the histological approach to behaviourism however very less research work emphasized on the outcome of behaviourism in modern classroom. In many of the Western countries the classroom setting and the teaching setting is based on the behaviourist theory. In fact the school curriculum is also based on this theory. Providing the students with the reward for or working well upon the conditions or for commendation or providing them with price points is considered as a behaviourist approach. It conditions students to behave or strive towards better work utilising the same operant conditioning technique which has been referred to by the skinner's theory (Skinner, 1953). The teachers can also perceive the behaviourist theory in a way in which they teach students to revise for exams. Repetition of task and undertaking quiz sessions for improvement of their test scores and ultimately getting a better grade is considered to be exclusively behaviourist in nature. The students will learn that more the practice the more of the days will they receive for doing better and achievement of higher grades.

Many researchers attempted the theoretical construct for development of ideal behaviourist classroom. Eliminating other aspects of teaching it can be highlighted that every emendation of behaviourism in classroom would look like teachers leading the class by means of a topic followed by students listening silently in a company meant to teachers setting a task on the basis of a specific information and students accomplishing the same task with immediate impact and then waiting for the Teachers feedback. In the teacher will then provide the feedback therefore setting the scope for the next task and eventually providing the students with the same (Sperry, 2015). With every doubt of feedback the students will be conditioned in order to learn the specific material.

However the problem in the above context is that the issue that there is no assurance regarding the fact that student properly understand the information which they are processing. Carl Hendricks while demonstrating pedagogy informs that one of the weakest proximal indicators of effective learning is engagement. However this term is persistently used by the leaders in schools as one of the important parameters of ensuring quality. According to the online assignment help experts theories it is not essential that the students are learning only because they are engaged. The theories have also argued that the procedure of learning is very much internalized in comparison to the perception of the behaviourists. Therefore a common criticism of the behaviourist pedagogy is learning more than simply the actions themselves.

Behaviorism informs that there are several classroom learning techniques used by teachers on regular basis (Kay, 2006). In this regard the specimen of quick feedback refers to the fact that the sooner you provide with the feedback after task the more effective will it be in forming the success achieved by the student. If the time span between accomplishment of the task and reception of feedback is excessively long it is not much likely that the students will be able to associate the feedback gained by them with the work they has done before and therefore the impact of the feedback and the overall process will not be gained. Similarly the aspect of reward revision can be considered. In case if a reward system is introduced for praising students for doing the specific amount of revision with provision of some incentive then it will initiate or help in initiating the creation of positive associations (Sperry, 2015). Other elements like start of lesson routine can also be indicated in this regard. Over the diameter students learn coming into classroom and either sitting down or waiting for instructions for initiating the working on a task on the board. It is a simple as well as effective method.

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In conclusion it can be emancipated that by provision of valuable and quicker feedback the rewarding of good behaviour and getting the students used to routine might help the teachers to initiate the process of creation of habits among students which will improve their learning process. It will provide greater control in the hands of the teachers over the entire class alongside empowering them to take better decisions regarding the lessons.

Reference List

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