This essay aims to explore two case studies focusing on additional behavior reinforcement that is required by students within the classroom. For each of the two selected cases, one strategy will be chosen to address the goals of the students. This essay will also explain why the strategies were selected and how the strategy could be implemented within the classroom. It is significant to encourage appropriate behavior within the classroom because it establishes a conducive learning environment. As much as there are numerous available strategies, it is important to consider strategies’ effectiveness before implementation. The cases that will be explored for this essay are Case Study Level A, Case 1, and Case Study Level B, Case 2.
Case study level A, Case 1-Sam
Specific praise
Various strategies can be utilized to encourage appropriate behavior within the classroom. One of the strategies is the specific praise strategy. According to Curran and the IRIS Center (2014), specific praise is a written or verbal statement that is used to identify the desired behavior. This strategy is implemented mostly to a student that struggles to complete tasks independently such as being prepared and ready to start a class. Since the aim of all students is a success, a specific praise strategy ought to be provided to all students whether through non-verbal praise delivery methods or verbally.
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However, positive exchanges and statements should occur more frequently as compared to corrections and reprimands. Because Sam has been struggling with off-task behaviors in the classroom for five years, it is important to provide him with specific praise to permit him to comprehend that finishing his work independently is encouraged and expected behavior. Sam should be provided with positive and positive praise when he completes a task to help him make a significant effort to finish classroom tasks on his own. More so, effective praise develops a positive classroom environment for all students with improved student-teacher relationships.
Criterion-specific rewards
A Criterion-specific reward is another strategy that can be used to encourage appropriate behavior for students. It is a performance-level based proactive intervention that manages classroom behavior. Criterion-specific rewards ought to be delivered promptly and are always desirable, appealing, realistically attainable and planned. Some examples of criterion-specific rewards are privileges, activities, and some tangible incentives such as listening to music during free time as well as sitting next to your friend. The educator or the teacher can choose rewards depending on the input of the student, observing students during free time as well as learning the interests and preferences of the student. As opined by Curran and IRIS Center (2014), rewards vary over time and it is, therefore, important to maintain the records of the delivered rewards to verify if the reward system is working.
One particular off-task behavior that Sam presents during independent work time is talking to neighbors and friends in the classroom. The only incentive to use in Sam’s situation will be a criterion-specific reward that allows him to remain on his desk and talk to his friends during choice time. By doing this, Sam will be motivated to finish the assigned task knowing that he will earn this reward at the end. Secondly, Sam can be permitted to finish his assignments with a partner who is above his ability level. This criterion-specific reward will further permit Sam to talk with his peers while doing his assignments.
Choice making
Choice making is a strategy that provides students with the ability to choose from several options. It is mostly utilized to increase particular behaviors as well as prevent behavior problems. Choice-making is a suitable strategy that provides students with decision-making opportunities that allow predictability. In this case, teachers ought to involve a limited number of choices that are appropriate to the environment of the class and make adjustments where necessary to give different choices for students. Giving choices to students is important because it increases the chances of assignment completion and accuracy.
According to this case, Sam will benefit from the choice-making strategy which will minimize his off-task behaviors during independent work times. Involving choice-making permit Sam with the option of choosing a magazine or a book to doodle read or draw after completing his assignments. This strategy will benefit Sam during independent work time because he will have the opportunity to choose between writing and reading about social studies prompt or reading and drawing concerning prompts that demonstrate knowledge.
Case Study Level B, Case 2- Ellie
In the case of Ellie, the best strategy that can be used is specific praise. Since she is withdrawn, quiet and has not made friends after moving to the new community, it is important to provide her with a specific praise strategy for any engagement level in class to gain confidence and feel comfortable with the new environments. With this strategy, the teacher should deliver particular feedback concerning the observed student success and further inform Ellie what she did correctly and praise success (Wong & Wong, 2014). However, these specific praises ought to fade as Ellie as she maintains success. This will assist her to differentiate between correct and incorrect responses and understand the ways to progress her success. In Ellie’s case, effective praise ought to be personalized and conveyed close to the students.
Therefore, the teacher ought to move close to her when she is participating in any class tasks. It is imperative to praise students because it creates positive relationships and further develops a welcoming environment. After boosting Ellie’s confidence through specific-praise, she will easily converse with her peers in and outside the classroom.
To implement specific praise for Ellie’s case, various things should be considered. First and foremost, the implementation plan for Ellie will involve particular verbal praise such as written specific praise on assignments. She also needs support and encouragement from the teacher in her new environment to complete her work. Apart from supporting and encouraging her, the teacher should also talk with her classmate and ask them for their help in making her feel comfortable and welcomed. The teacher can also pair Ellie with her classmates during group activities; offer her reassurance and praise to make her feel part of the class. However, the specific-praise strategy ought to be motivational or pleasurable for the student to be more effective. If the teacher and Ellie’s classmates continue to praise her, she will be able to achieve her goals.
Overuse and the expectation of the praise is the only caution of specific praise. In most cases, a student might not finish his or her task or assignment if he or she is not praised because he or she is used to immediate praises. The praises that should be offered to Ellie ought to be personal because an older and high-achieving student may find these praises to be insulting and unnecessary. If this particular strategy does not promote a conducive learning environment for Ellie, it is significant to reflect on its implementation. Additionally, if her behavior does not improve, it would be important for the teacher to act as a strengthening agent for her withdrawal behavior. Apart from the specific-praise strategy, the teacher needs to encourage her to be consistent.
References
Curran, C. M. & the IRIS Center. (2014). Encouraging appropriate behavior. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_encappbeh.pdf on 12 th July 2020.
Wong, H. K. & Wong, R. T. (2014). The classroom management book. Mountain View, CA: Harry K. Wong Publications. Retrieved from https://www.vitalsource.com/en-au/textbooks?utf8=%E2%9C%93&sort=&term=The+Classroom+Management+book on 12 th July 2020
