Module 1: Learners Behaviors

Lesson 2: Behavioral Support Management

Learning Outcomes: Behavior Management Intervention Strategies: Case Study
Time Frame:
Introduction:

Hello Students!

This will be your final lesson in Module 1. In this task, you will observe the consequence
patterns of the learner's behavior. In what behaviour will the student elicit positive and negative
support from the teacher, and how will the teacher do that? Is it successful or not? In the end, you
will be ask to make a behavioural plan and intervention strategy to a case you have just observed,
applying the Behavioral Learning theories.

Happy Learning!

Learning Objectives:
I will examine how positive and negative support can be properly applied in the teaching-
learning process.

ACTIVITY

Observation Guide
A. Observe a teacher-student interactions. Spend some time observing such interactions.
Focus your attention on the scenario and response consequence patterns you observe.
Describe what you observe. Use the activity sheet presented.
 Teacher-Student Interaction
Who are involved? Scenario

A.

B.

C.

D.

E.

ANALYSIS
a. Is there a stimulus being presented to the students that elicits a response alongside a
stimulus that does not? What kinds of stimuli for teacher-student interaction did you
observe?

Stimulus Sample Students Response

(elicit or not)
❖ Something introduced into the
environment that the students can
respond to
❖ Variety of Media: recordings,
videos, photos, text, etc.(multiple
ways to introduce new material)
❖ Variety of Strategies: Audio,
Visual, Kinesthetic, etc.(Multiple
ways to teach a desired behavior)
 b. Is there a reinforcement or punishment being introduced following a desired or
undesired behavior?
c. What kinds of behaviors on the part of the student elicit reinforcement and punishment
consequence from the teacher?
d. What are the examples of reinforcement and punishment the teacher used?
e. What kinds of reinforcement and punishment seem to be the most successful?

Examples of Reinforcement or
Successful/
Students Behavior Punishment
Not successful
(positive or negative)

Reflection #2:
1. Does the teacher provide timely feedback when a student performs appropriate/
inappropriate behaviors?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Is the teacher consistent with the reinforcement and punishment they are presenting?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Do the reinforcement/punishment coincide with the behavior the teacher is trying to

encourage/discourage?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What kinds of things you learned through the process of classical and operant
conditioning?
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. Can you think of an example in your life of how classical conditioning has produced a
positive emotional response, such as happiness or excitement? How about a negative
emotional response, such as fear, anxiety or anger?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ABSTRACTION

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Behavioral theory. The
questions are designed to get you thinking about how the theory applies to your classroom.
1. In ____________ the stimulus or experience occurs before the behavior and then gets
paired with the behavior.
a. Classical conditioning
b. Associative learning
c. Observational learning
d. Operant conditioning

2. On a rainy day, Summer went outside the class to go to the bathroom. She hastily used the
ramp instead of the stairs, that's when she slipped and had an accident. The next time she
pass by that area, she avoids the ramp because the very thought of it makes her feel scared.
a. Operant conditioning
b. Classical conditioning

3. Teacher Mari is fond of giving chocolates to her students every time they well participated
in her class. Ivo on the other hand is a sweet tooth child. He taught of this idea that when
he do well in class, he'll get more chocolates from teacher Mari.
a. Operant conditioning
b. Classical conditioning

4. Sir Cairo always wear his funny hat during activity day in his Math class to attract student's
attention. So whenever he enters the class with his "funny hat" on, the students already
know this will be an activity day for them.
 a. Operant conditioning
b. Classical conditioning

5. Last week, when the teacher was out for a while, Miguel decided to play around with his
friends even though his teacher asked them to stay quiet on their seat. When the teacher
came back, she saw Miguel and his friends running around the room. She then disciplined
them. The next day, when the teacher went away to get some things, Miguel thinks about
playing again, but decided that it is not a great idea.
a. Operant conditioning
b. Classical conditioning

6. It is when you take away a pleasant stimulus to stop a behavior

a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
d. Positive punishment

7. While the class is going on, Ethan tells a joke and everybody laughs. Now he is at another
class and is thinking about telling another joke he heard. Everybody laughing at his joke at
the first class is a …
a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
d. Positive punishment

8. Fiona comes to class unprepared without any paper and pen. She missed the quiz and never
got the chance to take one. A day after, She went to school with her school materials
complete. The missed quiz is a…
a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
d. Positive punishment

9. Axl keeps interrupting the teacher during spelling instruction. The teacher says he has to
write each spelling word ten times for extra homework. The next day, Axl is thinking about
interrupting the teacher again. The extra homework is a…
a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
d. Positive punishment
 10. Mike makes rude noises in class to make everyone laugh, and when his teacher says he
sounds like a hog, he oinks loudly. His classmates laugh loudly and tell him he is “the
funniest dude around.” The consequences of Jimmy’s rude noise behavior:
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment

11. Mavi has intense anxiety when he has to speak in front of the class and begins to feel light
headed and nauseous. Whenever it is time for Mavi to give an oral report in class, he goes
to the nurse’s office where she allows him to lie down for the remainder of the period. This
is an example of
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment

12. Basha wears bell-bottom pants to school, and her classmates tease her about them. As soon
as she gets home, Basha throws the pants in the trash. Basha’s being teased is an example
of
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment

13. Abee enjoys being on the debating team, but she is suspended from the team for a month
when she inadvertently utters an obscene word during a debate. When Abee returns to the
team she does not use obscene language for the rest of the year. Abee’s removal from the
team is an example of
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment

APPLICATION
Behavior Management Activity:
A. Think of a behavior you have witnessed in a classroom setting
▪ First, use template below to write out the behavior chain.
 ▪ Second, share with a partner what you have written and see if they can agree with your
conclusion regarding the student’s behavior.
▪ Finally, answer these questions:
➢ Is this a behavior you want to reinforce? If yes, how would you do that?
➢ Is this a behavior that you want to reduce? If yes, how would you do that?
Create your own steps in doing so.
Steps in behavior plan and intervention strategies:
1.
2.
3.

Behavior Management Activity

What specific activity or What specifically did What happened after or as a
event happened before the the student do or say? result of the behavior?
behavior?

B. Think of a behavior that you have that you would like to change. How could you use
behavior modification, specifically positive reinforcement, to change your behavior?
What is your positive reinforce?
________________________________________________________________________
________________________________________________________________________
______________________________
 Congratulations!
You have successfully completed Module 1.
You finished all the task given and incorporated
your understanding on the different theories discussed.
You are now ready to take on Module 2. Good luck!

MODULE SUMMARY
I hope that you see the importance of paying attention to the learner's behavior having
an influence to the learners learning process and its various dimension in your work as a future
teacher. Understanding your students as learners – with their diverse behaviors, unique goals,
motivations, beliefs and learning practices will help you become a better future teacher.

“The foundation of good teaching is attention to student learning.”

- Dr. Marilla Svinicki

References:
Cora Riley. IDE 621 Principles of Instruction and Learning. Behaviorism
Observation Checklist. Retrieved on July 20, 2020 from
https://sites.google.com/site/ide621knowledgebaseriley/behaviorism/behaviorism-
observation-checklist

Lou Juanchon, PhD Theories of Learning. Retrieved on Jul 20, 2020 from
https://ayeshapenuela.files.wordpress.com/2013/07/module-7-social-learning-theories.pdf

OpenStax College. Operant Conditioning. http://cnx.org/contents/Sr8Ev5Og

@5.52:r470BCFb@7/Operantconditioning. License: http://cnx.org/contents/4abf04bf-
93a0-45c3-9cbc-2cefd46e68cc@5.48 Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/chapter/reading-operant-
conditioning/

Jessica Traylor for Lumen Learning. Classical conditioning Interactive. Lumen

Learning. License: CC BY: Attribution Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/ chapter/classical-conditioning/
Jessica Traylor for Lumen Learning. Operant conditioning interactive. Lumen
Learning. License: CC BY: Attribution. Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/chapter/operant-conditioning/

Sarah Mae Sincero (May 10, 2011). Operant Conditioning. Retrieved Jul 25,
2020 from Explorable.com: https://explorable.com/operant-conditioning