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Essay / Research Paper Abstract
A 4 page paper that reflects a classroom management plan in which behaviorist and social-cognitive learning theories are applied. Each of the theories is briefly described. The management plan is in outline format and includes 13 steps. Bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGbhv5.RTF
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Unformatted sample text from the term paper:
be demonstrated by one student, a group of students or an entire classroom. Teachers can minimize disruptions if they have a good management plan. It should be noted, though, that
it is impossible to eliminate all disruptions. At some point, even with a very effective and comprehensive plan, one or more students will behave inappropriately, i.e., in a way that
is not conducive to learning. The scenario provided states there are chronic behaviors exhibited by students. These fifth-graders are not prepared to move into the lesson. They dawdle getting to
their seats, they continue conversing with friends, and they dont have the materials needed for the lesson. If these are chronic behaviors, the teacher has not implemented a total classroom
management plan. They can be corrected rather easily, though. The plan will be based on two learning theories, behaviorist and social-cognitive. The behaviorist theory of learning is based on
Skinners work, which, in turn, was based on Pavlovs famous experiments with dogs. Skinner introduced the theory of operant conditioning which is based on reinforcement and punishments (Sharpe, 2007). A
reinforcer is anything that will sustain or increase a behavior and a punisher is anything that decreases or eliminates a behavior (Sharpe, 2007). Rewards must be explicit so that students
know exactly what reward they are receiving for what behavior. A punishment may simply be the withholding of the reward (Sharpe, 2007). Skinner also promoted what could be referred to
as successive approximation but Skinner called it shaping (Sharpe, 2007). Using the concept of shaping, a reward is given when the individual moves closer to the goal but then is
required to move even closer before receiving the reward (Sharpe, 2007). For example, the teacher could rewarded the class for taking a little less time to get to their seats
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