Behaviour Modification Approach
On a scale of 1 (0%) - 7(100%) the position towards Behaviour Modification Approach is what?
What is the threat of prison, other than a Behaviour Modification Approach (BMA) for society as a whole? Is the classroom just a mirror image of what society is? Does prison work? Therefor does a BMA work, in or out of a classroom? What is the ultimate goal of a teacher who uses BMA? Is there just one goal, or could there be a deeper and more complex answer? A BMA is nothing more than a scheme designed to improve or correct particular micro-behaviours and to bring them into line with macro-social norms and expectations of the group. This could be a classroom or society in general. Let us assume a classroom setting. Theoretically, a student is (re)socialised …show more content…
A scenario of just one student acting out and implementing a BMA as the approach will affect the rest of the pupils within the class. What this means is each student will be affected, even negatively at times. This scenario has two axes of bio-power at play: disciplinary power, which takes the individual as its object, and macro-social power, which takes the population as both an object and objective (Foucault 2003, p. 254). An effective teacher will always understand that their actions have what is commonly known as “teaching the hidden curriculum” (Strong-Wilson & Ellis, 2007, p. 40-47). This means any action, or reaction by the teacher may negativity influence other students who are otherwise on track within the social bounds of the …show more content…
I thus find myself at odds with my natural propensity to indulge in, many if not all of the corrective strategies of Assertive Discipline (AD) within my professional life. This even extends into many of my coaching philosophies within the different sporting teams I manage. AD is one when used as a corrective model is primarily reactive (Edwards & Watts, 2008, p 91). In fact I would contest both Edwards and Watts (2009) who state the following steps are used to correct inappropriate behavior:
One, “create positive student-teacher relationships”. Within my most recent role I entered as the manager of a team of five employees of which four were grossly underachieving. On my very first day at my desk I met with each of them as a team and individually, giving them a template for one to one meetings, asking them about their experiences over their time in their roles, briefly explaining to them my background and a number of other items of business. I also spoke to them about what ideas I had and gave them homework to create their own list of ideas about how to develop them in their individual seats so when it came to review time they would already know the type of appraisal they would be getting. As I said it was day one and I endeavored to create a positive working relationship between my staff and I. It was a proactive step, not
What is the threat of prison, other than a Behaviour Modification Approach (BMA) for society as a whole? Is the classroom just a mirror image of what society is? Does prison work? Therefor does a BMA work, in or out of a classroom? What is the ultimate goal of a teacher who uses BMA? Is there just one goal, or could there be a deeper and more complex answer? A BMA is nothing more than a scheme designed to improve or correct particular micro-behaviours and to bring them into line with macro-social norms and expectations of the group. This could be a classroom or society in general. Let us assume a classroom setting. Theoretically, a student is (re)socialised …show more content…
A scenario of just one student acting out and implementing a BMA as the approach will affect the rest of the pupils within the class. What this means is each student will be affected, even negatively at times. This scenario has two axes of bio-power at play: disciplinary power, which takes the individual as its object, and macro-social power, which takes the population as both an object and objective (Foucault 2003, p. 254). An effective teacher will always understand that their actions have what is commonly known as “teaching the hidden curriculum” (Strong-Wilson & Ellis, 2007, p. 40-47). This means any action, or reaction by the teacher may negativity influence other students who are otherwise on track within the social bounds of the …show more content…
I thus find myself at odds with my natural propensity to indulge in, many if not all of the corrective strategies of Assertive Discipline (AD) within my professional life. This even extends into many of my coaching philosophies within the different sporting teams I manage. AD is one when used as a corrective model is primarily reactive (Edwards & Watts, 2008, p 91). In fact I would contest both Edwards and Watts (2009) who state the following steps are used to correct inappropriate behavior:
One, “create positive student-teacher relationships”. Within my most recent role I entered as the manager of a team of five employees of which four were grossly underachieving. On my very first day at my desk I met with each of them as a team and individually, giving them a template for one to one meetings, asking them about their experiences over their time in their roles, briefly explaining to them my background and a number of other items of business. I also spoke to them about what ideas I had and gave them homework to create their own list of ideas about how to develop them in their individual seats so when it came to review time they would already know the type of appraisal they would be getting. As I said it was day one and I endeavored to create a positive working relationship between my staff and I. It was a proactive step, not