How would you define successful mastery of your lesson objectives from a behavioral view of learning? Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?
First and foremost I believe in positivity, whether it be within the classroom or outside the classroom environment. Their are usually always negative connotations associated with misbehavior/dealing with behavioral issues, but their does not have to be. With every lesson I would expect my students to be listening to me, or any of their peers, while talking. Lesson objectives also include staying seated, looking at the teacher, and completing their work during the class. I am not against students talking while working, getting up to sharpen pencils, going to the bathroom, etc. However, if I allow those things I must monitor my students and how they are handling the privileges. I recently heard the saying, "Don't smile till Christmas." Meaning that if I can get my students on the right track, constantly tell them the rules, enforce them, stay structured and organized, then after the break, I can allow them to have more fun and be more lax in my classroom. Once they have learned what I want them to, then why not allow them to enjoy the rest of the year without so many rules to follow.
extrinsic reinforcement (allowing her to have opportunities to receive attention from me and her classmates in an appropriate and productive setting) could really help Cherie (p. 295). Removal punishment would be taking an extreme route to dealing with her behavior, however, I have seen this work within a middle school classroom setting (p. 297). Students often like to misbehave and disrupt the class but once you ask them to step outside or move to a desk where they will be sitting alone, the student no longer wants to create mischief. No one will be there anymore for them to get attention from of they are int he hall or sitting alone. Usually the student will choose to act accordingly with classroom rules instead of moving or leaving the classroom.
developmental trends listed in the textbook, specifically focusing on middle school grade levels, appear to be very informative with suggested strategies for effective reinforcers (p. 298). The table suggests that students are allowed about five minutes to mingle with each other contingent upon them getting work done, spend one-on-one time with students throughout the class period, and provide explicit feedback to students about what things they have done well in the class that day. Taking the time to assess and help students assess their own behaviors in the classroom, telling them what they have done well, and getting to know them on a more personal level will all help the students know what you want and how you expect them to act and behave within your classroom.