F.

B SKINNER MODEL OF DISCIPLINE

AMIRAA AZALI SHIMA MAYAMIN TEUKU AIMAN

SKINNERS KEY IDEAS

 Behaviour is shaped by its consequences by what happens to the individual afterward. Systematic use of reinforcement (reward) can shape students behaviour in desired directions. Behaviour becomes weaker if not followed by reinforcement.

 Constant reinforcement produces best result. Behaviour is also weaken by punishment. Once learning has reached the desired level, it is best maintained through intermittent reinforcement.

What is Intermittent Reinforcement?

Is when rules, rewards or personal boundaries are handed out or enforced inconsistently and occasionally. This usually encourages another person to keep pushing until they get what they want from you without changing their own behavior.

DESCRIPTIONS
Intermittent reinforcement affects the way we think about rewards. Intermittent reinforcement also influences how most people think about risks.

TWO MAIN OF BEHAVIOUR MODIFICATION

1 2

The teacher observes the students perform an desired act. The teacher reward the students. The students tend to repeat the act.

The teacher observes the students perform an undesired act. The teacher either ignores or punishes the students. The teacher praises a student who is behaving correctly.

TYPES OF REINFORCERS

SOCIAL

ACTIVITY

GRAPHIC

TANGIBLE

SOCIAL
Consists of words, gestures, facial expression.
E.g.: Verbal and non-verbal.

GRAPHIC
Include marks of various kind such as numerals, checks, happy faces and special symbols.
E.g.: Felt pens, rubber stamps, stars or stickers.

ACTIVITY
Include activities that students prefer in schools.
For younger students:
Being a monitor, sitting near the teacher, choosing the songs, caring for the pet.

For middle students:

Playing a game, free reading, decorating the classroom, having extra recess time.

For older students:

Working with friends, being excused from a test, working on a special project.

TANGIBLE
Real objects that students can earn as rewards for desired behaviour and are more powerful for some students than other types of reinforcers. Widely used with students who have special behaviour problem. E.g.: Popcorn, raisins, chalk, crayons, felt pens, pencils, badges.

COMMENTS OF SKINNERS MODEL

 Not as manipulating students, but as freeing them to behave in ways that bring success and positive recognition. Systematic attention and reinforcing become natural parts of the teaching act, occurring automatically. Behavior modification amounts to blatant teacher control of students thoughts and actions. Some contend that rewards serve to reduce intrinsic motivation, supplanting it with a control-system of compliance and external modification.