Karen Mae M.

Manggob
EDM - 4

Module 1: Learners Behaviors

Lesson 2: Behavioral Support Management
Learning Outcomes: Behavior Management Intervention Strategies: Case Study
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 Behavioural 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
1. Choose/Identify a teacher, preferably in high school, who’s holding classes for his/her
students. Join and observe in one of his/her classes.
2. 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 teacher asks his students to answer a math
A. problem written on the board, and the students
Teacher-Student
respond without hesitation.
A student approaches the teacher with a question
B. about a lesson that she did not understand or is
Student-Teacher
confused about.
A teacher asks his students if they have another
Teacher-Student
C. method for solving a math problem, and some
students present their own solutions.
A student asks his teacher if his method is correct
D. because the answer is the same as the other
Student-teacher
methods.
A teacher let his students pass their homework and
answer on the board with explanation, and some
E. students got the wrong answer, which the teacher
Teacher-Student
corrected so that they could study and understand
more.

ANALYSIS
Stimulus Sample Students Response
(elicit or not)
 Something introduced into the The teacher creates a The student keeps the
environment that the students can safe and conducive classroom safe, clean,
respond to learning environment. and orderly, which
allows them to be
distraction-free.
 Variety of Media: recordings, The teacher showed The video presentation
videos, photos, text, etc.(multiple the students a video captures the students'
ways to introduce new material) about the topic he was attention, and they
going to discuss. listen and watch
attentively.
 Variety of Strategies: Audio, The teacher serves as a The students maintain
Visual, Kinesthetic, etc.(Multiple positive role model for appropriate behavior
ways to teach a desired behavior) the students. and appearance, as does
their teacher.
 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?
Yes. In his class, the teacher uses stimuli. The teacher provides activities to help
students learn.
b. Is there a reinforcement or punishment being introduced following a desired or undesired
behavior?
Yes, reinforcement is being introduced in the classroom. The teacher gives students
accurate feedback in order to reinforce the desired behavior.
c. What kinds of behaviors on the part of the student elicit reinforcement and punishment
consequence from the teacher?
When a student correctly answers a question, they will receive a reward from the
teacher, such as plus points, which will motivate them to answer questions correctly in the
next participation.
d. What are the examples of reinforcement and punishment the teacher used?
Plus points, exemption from the quiz or homework, and other forms of
reinforcement that will make students happy are examples of reinforcement, whereas
punishment is not allowing the student to sit unless he/she got the correct answer, giving
them an assignment to answer it and explain it in the next meeting, and so on.
e. What kinds of reinforcement and punishment seem to be the most successful?
Giving plus points appears to be the most effective form of reinforcement, while not
receiving a grade appears to be the most effective form of punishment.

Examples of Reinforcement or
Successful/
Students Behavior Punishment
Not successful
(positive or negative)
Gossiping The teacher will ask a question Successful
to the student who is gossiping,
and if he or she cannot answer,
he or she will remain standing.
Participative The teacher will give that Successful
student positive feedback for
participating in his class.
Avoiding eye contact The teacher will call his or her Successful
with a teacher or name, ask a question, and
hiding from a encourage him or her to
classmate in front of express his or her ideas.
him/her.
Reflection:
1. Does the teacher provide timely feedback when a student performs appropriate/ inappropriate
behaviors?
Yes. It is important that the teacher provide feedback timely feedback to reinforce
appropriate behavior of the students.
2. Is the teacher consistent with the reinforcement and punishment they are presenting?
Yes because it will guide the individual learners for their appropriate social and
learning behavior.
3. Do the reinforcement/punishment coincide with the behavior the teacher is trying to
encourage/discourage?
The reinforcement/punishment that the teacher presents encourage the students to
learn and it handles the bahavior of the learners.
4. What kinds of things you learned through the process of classical and operant conditioning?
Classical conditioning involves associating an involuntary response with a stimulus,
whereas operant conditioning involves associating a voluntary behavior with a consequence.
The learner is also rewarded with incentives in operant conditioning, whereas classical
conditioning does not.
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?
One example is when the teacher announces that all of us in our section received a
failing grade on our final exam and he is still trying to decide whether or not to give us the
opportunity to take a removal exam in order for us to pass his subject.

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. Encircle the letter of
the correct answer.
1. In ____________ the stimulus or experience occurs before the behavior and then gets paired
with the behavior.
a. Classical conditioning c. Observational learning
b. Associative 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 c. Negative reinforcement
b. Positive 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 c. Negative reinforcement
b. Positive 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 c. Negative reinforcement
b. Positive 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 c. Negative reinforcement
b. Positive 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 c. positive punishment
b. negative reinforcement 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 c. positive punishment
b. negative reinforcement 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 c. positive punishment
b. negative reinforcement 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 c. positive punishment
b. negative reinforcement d. negative punishment

APPLICATION
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. Handles behavior problems quickly and with due respect to children’s right.
2. Communicates and enforce school policies and procedures for appropriate
behavior.
3. Creates stress-free environment.

Behavior Management Activity

What specific activity or
event happened before the
behavior?
During Exam or Quiz
What specifically did the student
do or say?
Some students couldn't help but
cheat because they hadn't
prepared for the exam.
What happened after or as a
result of the behavior?
The teacher caught them
cheating and confiscated their
papers as a lesson not to cheat
again.
 A. 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?
Some students are having difficulties and problems with their ability to
complete assignments and with their attendance. As a teacher and a second parent, the
best way to sort out causes and solutions is to hold a dialogue in which parents are
invited to visit the school or the teacher pays a visit to their home. I will inquire about
the student's difficulties, such as why he or she is having difficulty completing
assignments and does not always attend classes. I will give them advice in a calm and
friendly manner.

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 ASSESSMENT (After the students have read and studied all the lessons in the module, it
is at the institutional level to decide whether to administer assessment in any forms. This part allows
flexibility within the institution.)

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