''Cueing''\n\nThere are many forms of cueing that can be used but probably the simplest is a verbal or non-verbal cues as to the appropriateness of a given behavior. If students are habitually forgetting to raise their hand to answer a question a teacher could cue the class that hand raising is expected before the question is asked. (Gornell et al, 2007)\n\nReturn to [[Behavior Modification]]

''Operant Conditioning''\n<img src="http://warwickshirecbt.co.uk/wp-content/uploads/2016/08/image-7.jpeg" alt="John B Watson">\n\n"Operant conditioning is the rewarding of part of a desired behavior or a random act that approaches it." (Gornell et al, 2007) . An example of operant conditioning. "If a rat presses a bar and receives a food pellet he will be likely to press it again." (Shaffer, 2000) In this example, skinner called the bar pressing an operant behavior and the food pellet a reinforcer (Shaffer, 2000). The other side of operant conditioning is that a negative effect results from a inappropriate behaviour. In this case, a "punisher" would be a consequence that would suppress a response. An example of this would be "if the rat was shocked every time it touched the bar, its behavior would cease" (Shaffer, 2000)\n\nClick below to return to B.F. Skinner\n[[B.F. Skinner]]\n

__''Behaviourism''__\n\n''Definition''\n\nThe theory of behaviourism is "primarily concerned with observable and measureable aspects of human behaviour." (Gornell et all, 2007). Behaviourist theories "emphasize behaviours that result from stimulus- response associations made by the learner." (Gornell et al, 2007). Using behaviorist theory can be rewarding for correcting behavior. "Behavioral change occurs for a reason; students work towards things that bring positive feelings, and for approval from people they admire."(Parkay &Hass 2000) "The entire rationale of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned." (Gornell, et al, 2007)\n\n''Behaviour Advocates''\n\nTwo of the principal originators of this theory are John B Watson and B.F Skinner.\n\nFor more information, please select the links below:\n\n[[Watson]]\n[[B.F. Skinner]]\n\n''Education Implications''\n<img src="http://laurabohling.com/uploads/8/2/6/5/82655138/7016879_orig.jpg" width="500" height="350" alt="John B Watson">\n\n\nThe behaviorist theory and the techniques associated with it are widely used in the education system to encourage appropriate behavior and discourage inappropriate behavior. There are many methods that have practical classroom use. These include contracts, consequences, reinforcement, extinction and behavior modifications. (Standridge et al, 2007)\n\nFor more information on these methods, please select the links below:\n\n[[Contracts]]\n[[Consequence]]\n[[Extinction]]\n[[Behavior Modification]]\n\nAdditional resources and references are below\n\n[[References]]\n

''Red''\n\nThe rules for red activities include being in your seat, having your desk clear, no talking, no hand raising, hands ready to work and eyes on the teacher. Red is strictly for transitions. Red cues student to stop one activity and give their undivided attention to the teacher to listen for directions and instructions for the next activity. While red should be used frequently it should be quickly turned to another color so students can ask questions. Teachers should give a 2-minute warning before changing the color to red. (Fudge et al, 2008)\n\nReturn to [[Color wheel system]]

Behavior Modification\n\nBehavior modification is a method used to create better classroom performance in reluctant students. Behavior modification has 6 basic components. \n\n•\tIdentifying the desired outcome. Deciding what needs to be changed and determining a method to evaluate if the desired changes are happening. (Increased student participation)\n•\tDeveloping a positive nurturing environment. This is done by removing a negative stimulus that is occurring in the learning environment (Student/teacher conference)\n•\tIdentifying and using appropriate intrinsic and extrinsic rewards. (Increase in self esteem by correctly answering a question in front of peers)\n•\tReinforcing appropriate behavior and allowing the patterns to develop until the student is achieving success in engaging with peers in group discussions.\n•\tUltimately reducing the frequency of rewards (decreasing the amount of one on one review needed)\n•\tEvaluating to determine if the approach has met both teacher expectation and student results.\n(Gornell et all, 2007)\n\nThree types of behavior modification would include modeling, shaping and cueing. For more information on these click below:\n\n[[Modeling]]\n[[Shaping]]\n[[Cueing]]\n\nAn interesting experiment in behavior modification involves the color wheel system. It was designed to increase on task behavior of every student in a second grade classroom during transitions. The results of the experiment showed large, immediate and sustained increases on task behavior when the color wheel system was applied. (Fudge et al, 2008)\n\nFor more information on the color wheel system, please click here\n\n[[Color wheel system]]\n\nReturn to [[Start]]

''Design of the color wheel''\n\nEach poster board must be a different color; one for red, one for yellow and one for green. Rules must be printed in large block letters on each poster board. To construct the color wheel cut to circles (12" in radius) from white poster board. The first circle should have one third of the circle cut away in a pie shaped wedge. Then glue three pie shaped wedges from the red, yellow, and green construction paper to the other circle. A tack should then be used to mount the white circle with the pie shaped cutout over the colored circle so the teacher can turn the white circle to the color for the appropriate task. Teachers should introduce the color wheel for several mornings going over the rules in each grouping by reading them allowed and describing the activities. (Fudge et al, 2008)\n\nReturn to [[Color wheel system]]

''Contracts''\n\nSimple contracts are often used effectively to focus students on the need for behavior modification. It is important when creating a contract that the student is aware of the behavior that needs correcting and that both the student and the instructor agree before hand on what the terms of the contract will be. It is also important that parents work with both the student and the administration to ensure the terms of the contract are fulfilled by all involved. (Gornell et all, 2007)\n\nFor an example on two basic contracts, please click below.\n\n[[Not completing homework]]\n[[Misbehaving in class]]\n\nReturn to [[Start]]

''Positive Reinforcement''\n\nPositive reinforcement results in presenting a stimulus which will increase the likelihood of receiving a positive response. Teachers frequently use this type of reinforcement to encourage the behavior they wish to see in their classrooms. \nExamples of positive reinforcement might include:\n•\t"Smiling at students after correct response"\n•\t" Commending students for their work"\n•\t"Selecting them for a special project"\n•\t"Praising students abilities to a parent" \n\t(Gornell et all, 2007)\n\nReturn to [[Consequence]]

'''Punishment''\n\nA punishment is "a strong stimulus that decreases the frequency of a particular response." (Gornell et all, 2007). The likelihood of punishment being most effective is if it quickly eliminates the undesirable behavior. A positive punishment includes something being added to decrease the unwanted behavior (Detention). A negative punishment is when something is taken away to decrease the unwanted behavior (miss recess). (Gornell et all, 2007)\n\nExamples of punishment might include:\n\n•\t"Students that fight are immediately sent to the principal"\n•\t"Late assignments are given a grade of 0"\n•\t"Failure to do homework results in a afterschool detention"\n(Gornell et all, 2007)\n\nReturn to [[Consequence]]

''John B Watson''\n\n<img src="http://humanbehaviorexpert.com/wp-content/uploads/2014/10/john-watson-6.jpg" alt="John B Watson">\n\nJohn Watson lived between 1878 and 1958. He was one of the principal originators of a behaviorist approach to learning. He believed "that human behaviour resulted from specific stimuli that elicited certain responses". (Gornell et al, 2007) He believed "conclusions about human development should be based on observation of over behaviour rather than speculation about subconscious motives or latent cognitive processes." (Shafer, 2000). \n\nPicture Here\nWatson was greatly influenced by the studies of Ivan Pavlov. \nFor more information on the studies of Ivan Pavlov click here\n[[Ivan Pavlov]]\n\nReturn to [[Start]]

''Modeling''\n\nModeling is a observational form of learning where the student observes correct behavior and duplicates it. As a result of this operational behavior children acquire both favorable and unfavorable responses from those around them. An example of this is a child that observes another child kicking may result in the same behavior at a later date. \n(Gornell et all, 2007)\n\nReturn to [[Behavior Modification]]

''Not completing homework''\n\n"A student is not completing homework assignments. The teacher and the student design a contract providing that the student will stay for extra help, as parents for help, and complete assigned work on time. Teacher will be available after school and during free periods for additional assistance." (Gornell et all, 2007)\n\nReturn to [[Contracts]]

''Shaping''\n\nShaping is a process whereby you can gradually achieve the desired behavior by breaking it down into "discrete, concrete units, or positive movements where unit is reinforced." (Gornell et al, 2007) An example of this mi8ght occur when a class enters a room and sits down, they continue talking after the bell rings. The teacher gives points to those students who are quite after the bell. These points can be accumulated for rewards. (Gornell et al, 2007)\n\nReturn to [[Behavior Modification]]

''Negative Reinforcement''\n\nThe education system frequently uses negative reinforcement to achieve a "response that removes or prevents a adverse condition." (Gornell et all, 2007) There is a mistaken belief that negative reinforcement is a punishment designed to supress behavior. However negative enforcement reacts equally as well as positive reinforcement. In this case negative reinforcement "would apply removing a consequence that a student would find unpleasant." (Gornell et all, 2007)\n\nExamples of negative reinforcement might include:\n\n- "Obtaining a score of 80% or higher makes the final exam optional"\n- "Submitting all assignments on time results in \tthe\tlowest grade being dropped"\n- "Perfect attendance is awarded with a homework pass"\n(Gornell et all, 2007)\n\nReturn to [[Consequence]]

''B.F. Skinner''\n\n<img src="http://www.nndb.com/people/297/000022231/bf-skinner-sm.jpg" alt="John B Watson">\n\nB Skinner lived between 1904 and 1990. He was one of two "principal originators of behavior approaches to learning".(Gornell et al, 2007) Skinner expanded on Watson's basic stimulus response model by developing "a more comprehensive view of conditioning known as operant conditioning." (Gornell et all, 2007). His model was based on the idea "that satisfying responses are conditioned while unsatisfying ones are not" (Gornell et al, 2007). Skinner believed that if some action resulted in a pleasant result it has an "energizing or strengthening effect on our behavior"(Skinner, 1972). If we receive a pleasant result we will repeat the action that led to it and rejects ones that give unfavorable results. He was a strong believer that each of us develops habits based on our learning experiences (Shaffer, 2000).\n \nFor more information on Operant Conditioning click here\n\n[[Operant Conditioning]]\n\nReturn to [[Start]]

''Ivan Pavlov''\n\n<img src="https://upload.wikimedia.org/wikipedia/commons/7/7d/Ivan_Pavlov_NLM3.jpg" width="400" height="500" alt="John B Watson">\n\nIvan Pavlov lived between 1849 to 1936. While studying the digestive process, "the interaction of salivation and stomach functions, he noticed that reflexes and the autonomic nervous system were linked. (Gornell et all, 2007) In an attempt to confirm his observations, he "rang a bell when he gave food to their experimental dogs. He noticed the dogs salivated shortly before they were given food." (Gornell et all, 2007) In later experiments, he found the bell alone would make the dogs salivate. However if the expected food did not arrive after the ringing of the bell the dogs would no longer salivate when they heard it. (Gornell et all, 2007)\n\nClick below to return to John B Watson\n[[Watson]]\n

''Green''\n\nThe rules for the green activities include using your inside voice to share with others, respect others and keep your hands and feet to yourself. Green is generally for free time activities where students can be out of their seat and socializing. (Fudge et al, 2008)\n\nReturn to [[Color wheel system]]

Behaviourism

''Consequences''\n\nTo be effective consequences must immediately follow a behavior. Consequences can be "positive or negative, expected or unexpected, immediate or long-term, extrinsic or intrinsic, material or symbolic (a failing grade) emotional/interpersonal or even unconscious". (Gornell et all, 2007) There are three types of reinforcement associated with consequences, one is positive and the other is negative. In the case of reinforcement whether it is positive or negative the behavior increases. With punishment the behavior decreases (Gornell et all, 2007)\n\nFor more information, please see link below:\n\n[[Positive Reinforcement]]\n[[Negative Reinforcement]]\n[[Punishment]]\n\nReturn to [[Start]]

''Color Wheel System''\n\n<img src="https://www.interventioncentral.org/sites/default/files/graphics/sitewide/classroom_management_color_wheel_1.png" alt="John B Watson">\n\nThe color wheel system experiment was trying to create a smoother transition within the classroom when moving from one group activity to another. In general, non-compliant behaviors tend to occur during transitions which result in lost time for student learning and instruction. The color wheel system is based on 3 sets of rules (green, yellow and red). Each color is designed for a particular classroom activity. The color wheel is posted where it is easily observed and is used by the teacher to cue students that as they move from one activity to another, they must move from one set of rules to another. In general, on task behavior was always higher during the color wheel systems usage. (Fudge et al, 2008). \n\nFor more information on the 3 sets of rules click here\n\n[[Design of the color wheel]]\n[[Green]]\n[[Yellow]]\n[[Red]]\n\nReturn to [[Behavior Modification]]

''Misbehaving in class''\n\n"A student is misbehaving in class the teacher and the student devise a behavioral contract to minimize distractions. Provisions include that the student will be punctual, will sit in front of the teacher, will raise hand with question/ comments, and will not leave his seat without permission." (Gornell et all, 2007)\n\nReturn to [[Contracts]]

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''Yellow''\n\nThe rules for the yellow activities include being in your seat, raising your hand to speak, keeping your hands and feet to yourself, keeping your eyes on the teacher, work and raising hands to leave your seat. Yellow is generally used during instructional activities where students are expected to remain in their seats and raise their hands to speak or to leave their seats. (Fudge et al, 2008)\n\nReturn to [[Color wheel system]]

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.\n\nFudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J., & Bliss, S. L. (2008). Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system. Journal of School Psychology, 46(5), 575-592. \n\nShaffer, D. (2000) Social and Personality Development (4th Ed.). Belmont, CA: Wadsworth/Thompson Learning. \n\nReturn to [[Start]]

Eric Bankes, Zale Darnel, Justin Wu

''Extinction''\n\nIs designed to decrease our response by withdrawing a previously reinforced stimulus. \n\nExamples of extinction might include:\n\n•\t"A student has developed a habit of saying punctuation marks when reading out loud. Classmates reinforce the behavior by laughing when he does so. The teacher tells the students not to laugh, thus extinguishing the behavior."\n•\t"Students are frequently late for class, and the teacher does not require a late pass, contrary to school policy. The rule is subsequently enforced and the students arrive on time"\n(Gornell et all, 2007)\n\nReturn to [[Start]]