BY

SITI
ZAYANIE

NURUL AFIFAH
HAZWANI

NUR
NUR AINI
HAFIZAH
Caring teachers…….
Are fair
Ask me what I think
Hold high expectations for
what I can do
Caring teachers do not…..
Yell
Interrupt me
Criticize me
Hold low expectations for
what I can do
•Learning: A relatively permanent change in
behavior or knowledge that occurs as a
result of experience.
•Behavioral: desirable action

BEHAVIORAL LEARNING THEORY

•Variety of instructional settings
•Used with children with special needs in
instruction using computer programme and in
classroom management
•Make useful contributions to classroom
practice
Environment Individual Behavioral
1.Offer attractive
incentives
2.Use prompts and
behavioral
3.Use positive reinforcers
and encourage it(shaping
or reinforcing gradual
approximations of the
desired behavior)
•an event that attracts a person
toward a particular course of
action
• antecedent conditions
• eg : a smile , the sound of
laughter or any promise of a good
things to come
•Physical, verbal or ther assists that
help a person perform a desired
behavior that he/she would be unlikely
to perform without such assistance.

• eg : provide a student with three

lines of poem to get him/her started.
•Purpose: to help the student learn
that this particular way of behaving
has positive consequences
• eg: punctuality
PRINCIPLES OF
BEHAVIORAL
LEARNING
THEORY
1)Contiguity

A condition ion which two events occur at the same time.

 

2)Classical Conditoining
The association of automatic responses with new stimuli
3)Unconditioned stimulus
A stimulus that, witout prior learning,produces an automatic physicology
responses.

4)Unconditioned responses
A behavior that is produces in response to a stimulus without prior
learning.It is typically an automatic physiological rsponses
5)Conditioned stimulus
A stimulus ,that with experienced, produces a learned or acquired
responses

6)Conditioned Responses
A responses that is linked to a particular stimulus through conditioning
by being paired with the stimulus
REINFORCEMENT
 Reinforcement
Reinforcement means to strengthen
Stimulus which strengthens or
increases the probability of a specific
response.

Reinforcers
the treat which increases the
response
Reinforcement can be divide into two:

Positive reinforcement
- adding something in order to increase a
response
- common types of positive reinforcement
are praise and rewards
Negative reinforcement

- taking something negative away in order to

increase a response.
- common type of negative reinforcement are
nagging, pressure, insistence.
Positive Reinforcer
- Any environmental event that, when given
increases the frequency of a behavior
- E.g : Smile

Negative Reinforcer
- Any environmental event that, when taken
away increases the frequency of a behavior

- E.g: Cold stare

•Ask student to identify effective reinforcers
or observe what they choose to do during
free time.

•Establish a variety of
reinforcers

•Be sure to reinforce

behaviors in ways that the
students value

•Give plenty of reinforcement

when students are trying new
skills or learning new material
 Punishers

Punish- to make someone suffer for are crime or

foult. Are consequences that decrease the
likelihood and that behavior will not occur again
in the future

Can be divided into 2 types

1.Positive punishers

2.Negative punishers
POSITIVE PUNISHERS - any event that when given, the frequency
of the behavior will decreases.

The punishers that often used in schools

-Spanking
-Detention
-Assigning
-Extra homework
-Sending the student to the principal’s office

Example
The teacher reprimands Eva for disturbing around during
the lesson. Because she does not want to receive anymore
reprimands, she stop from disturbing around.
NEGATIVE PUNISHERS- any event that when removed, will
decrease the frequency of the behavior

TYPES OF NEGATIVE PUNISHERS

1.RESPONSE COST

Indicating that each occurrence of undesirable

behavior will cost that student some attractive resource
such as:

( money or watch movie during last 15 minutes of class).

2. Time-out

Is a procedure in which a teacher directs the

student to leaved a highly reinforcing environment
and go to one that offers little or no reinforcement.

Example

The teacher places Shin in a time-out for teasing a

classmate. Because he does not want to be taken out
of the class again, Shin stops teasing his classmate.
1. Punishment teaches aggression

2. Punishment produces negative emotions

3. Punishment undermines the quality of the

interpersonal relationship

4. Punishment often exacerbates

misbehavior
TAKING IT TO THE CLASSROOM
ORGANIZE THE PHYSICAL ENVIRONMENT IN WAYS THAT WILL
PROMOTE DESIRABLE BEHAVIOR

Teacher values social interaction: desks

should be arranged in clusters so that
student can work together, share materials,
have face-to-face discussion, and help one
another.
Teacher values being kind to others:
privide a ‘kindness box’ into which students
can drop brief notes about acts of kindness
they witness. Then, teacher can pull a note
from the box and read it aloud.
(Beane, 1999)
ESTABLISH EXPECTATIONS FOR DESIRABLE BEHAVIOR

Say clearly that students must listen to and

respect one another.
Model these behavior
Explain why these rules of coduct are
important, helpful and constructive.
Give students opportunities to practice and
develop.
 CREATE CARING, INCLUSIVE CLASSROOM

Hold a ‘morning meeting’ in which

students greet each other, share news, and
participate in group activitiy. (Kriete. 1999)
Use ‘sharing circle’ avtivity in which
students get together to brainstorm and
generate solutions to problems such as
conflicts that occur on the bus school.
(Norris, 2003)
 Cannot adequately explain complex learning.
Complex learning is more than the sum of the parts of a task
and involves cognitives, metacognitive, and affective or social
skills.
Many curricular content areas cannot be broken down in this
way, and measurement of outcomes cannot be assessed so
discretely in many domains.
Complex thinking skills cannot be taught in this way because
the opportunity to make false starts in solving problems or
reasoning about contradictory evidence may not result in
positive feedback consistently.
The negative effects of overreliance on tangible
reinforcement or reward may actually decrease motivation
and performance.