Introduction
Molding students into individuals who are well-rounded in all aspects should be the goal of educational endeavors. The process involves ensuring that the teaching and learning take place comfortably. Even while teachers are aware that there will always be a problematic pupil, this does not mean that the learning process will proceed as easily as it otherwise would. It may require a significant amount of additional effort to help children stop being disruptive and start paying attention.
Teachers use various behavioral strategies, such as rewarding desired behavior while correcting undesirable behavior. Paddling, detention, and suspension are punitive measures that can be employed to deter undesirable conduct. The institution should establish a unified strategy so all employees can speak in one voice. This ensures that students appreciate the effort the institution makes to reinforce desirable behavior. Therefore, the school management and the teaching fraternity should embrace softer behavior reinforcement and deterrent approaches to discourage undesirable actions among the students while reinforcing good behavior.
Essential Behavioral Strategies to Deter Unwanted Behavior
Antecedent Modification
As a behavioral strategy, “antecedent modification” involves the teacher explicitly outlining the desired student actions. It is a technique for reducing disruptive student behavior that involves anticipatory classroom management and establishing clear guidelines for appropriate student conduct. The plan’s objective is to reduce student disruptions; any factor that may have contributed to the emergence of the behavior under study can be considered an antecedent (Nakamura et al., 2021).
After communicating the expectations to the learner, the teacher should explain the consequences of not following them. Therefore, the pupil will not become angry in the event of a penalty, as they are aware of the consequences of doing otherwise. On the other hand, if a teacher is concerned about inappropriate behavior, it is reasonable for them to remove a reward. As long as learners understand the incentive, they will be more likely to reconsider their behavior and avoid the undesired trait.
Reinforcement
Encouraging cooperative behavior among students can be achieved through the positive reinforcement of appropriate conduct. It requires a variety of straightforward acts, such as using upbeat language, cultivating close relationships with the pupils, and maintaining a smile. Using supportive language makes learners feel appreciated, leading to improved behavior (Coy & Kostewicz, 2018).
On the other hand, negative language is humiliating to the students and might lead to the reinforcement of undesirable traits. The instructor should also encourage the student to speak favorably; doing so would reduce the likelihood of the student showing disrespect, leading to the development of polite and morally upright students.
To effectively reinforce the ideal qualities, it is essential to understand the learners and foster positive interactions with them. When teachers are familiar with their students, they are better equipped to understand their areas of interest and, ultimately, to identify the causes of undesirable behavior. Sometimes, a student’s misbehavior may indicate that they are going through difficult circumstances and have no one to turn to for help (Liu et al., 2018). This is especially true when the child has no other support system in place.
Therefore, the developed relationship would be useful in ensuring that the student feels comfortable discussing challenging issues with the instructor rather than engaging in undesirable behavior. It would be useful for keeping the learner from participating in undesirable habits. As a result of the link, instead of imposing sanctions for misconduct, teachers may choose to engage in dialogues with students or direct them to resources where they can receive assistance, such as the school counselor.
Students who perform poorly academically are more likely to be difficult and disruptive in the classroom. Poor grades are discouraging, which leads to students persistently failing their examinations as a kind of defiance to divert attention from the primary problem. Therefore, the instructor should grade the classwork using a less typical grading system (Coy & Kostewicz, 2018).
For instance, the instructor might point out areas where the student could improve rather than assigning a paper grade that includes specific low marks, which would be embarrassing for the student. It would make it easier for the student to avoid becoming overwhelmed by their poor grades and, as a result, avoid participating in undesirable conduct.
Schedule of Reinforcement
The precise guidelines used to discourage undesirable behavior while simultaneously reinforcing positive features are called schedules of reinforcement. These rules can be described in terms of the amount of time that must pass or the number of replies that must be given before a reinforcer can be offered. The effects that are produced by various reinforcement schedules on operant behavior are diverse from one another (Vargo, 2020). For example, interval schedules stipulate that a certain minimum amount of time should elapse between each consecutive action encouraged. Responses made before this period have passed are not rewarded with points.
On the other hand, a ratio schedule requires a certain number of behavior-altering acts before dispensing the next reinforcer. The required number of responses can be the same from one motivator to the next, in which case the schedule is a fixed ratio. Alternatively, the required number of responses can change from motivator to motivator, in which case the schedule is a variable ratio (Vargo, 2020).
A different response delay may be observed after receiving a reinforcer when using fixed-ratio schedules, particularly when high ratios are employed. Fixed ratio plans encourage a high response rate until the reinforcer is obtained. In contrast, variable ratio schedules can consistently maintain a high reaction rate.
Intermittent Reinforcement
Intermittent reinforcement is administering a reward at random intervals, which has been demonstrated to motivate an individual to exert the most effort. The student is not recognized every time the desired behavior is exhibited, but rather on random occasions. The student receives the ideal quantity of reinforcements at sufficient intervals to encourage them to continue their desired conduct (Hardy & McLeod, 2020).
A reinforcement system should be implemented; the reinforcers can be material possessions, social activities, or immaterial. They alter time intervals through intermittent rewards to improve pupils’ task focus and attention. Points can be redeemed for reinforcements or activities of choice. When implementing a point system, the instructor should clearly outline its requirements and explain how students can earn points. Expectations should be concise and articulated at the start of each new activity or task, with visual displays for ease of reference. Teachers should foster desired behaviors by responding swiftly to them while aiming to motivate students.
Conclusion
Reinforcing desirable student behavior is essential for ensuring discipline within the educational institution. Good discipline fosters harmony not only among students but also between students and teachers. The softer method of deterring unwanted habits helps the teacher and student develop a more advantageous connection. The student appreciates the teacher’s kindness and, as a result, will behave appropriately rather than defiantly, as corporal punishments would humiliate them.
References
Coy, J. N., & Kostewicz, D. E. (2018). Noncontingent reinforcement: Enriching the classroom environment to reduce problem behaviors. TEACHING Exceptional Children, 50(5), 301–309. Web.
Hardy, J. K., & McLeod, R. H. (2020). Using positive reinforcement with young children. Beyond Behavior, 29(2), 95–107. Web.
Liu, S., Chen, Y., Huang, H., Xiao, L., & Hei, X. (2018). Towards smart educational recommendations with reinforcement learning in classroom. 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). Web.
Nakamura, S., Darasawang, P., & Reinders, H. (2021). The antecedents of boredom in L2 classroom learning. System, 98. Web.
Vargo, K. K. (2020). A teacher’s guide to using a multiple schedule of reinforcement in educational settings. Intervention in School and Clinic, 56(1), 36–42. Web.