Good Behaviour Game
Implementation of Good Behavior Game on
The Students of First Standard
SZABIST, Karachi
Abstract
Managing the classroom is an important part of efficient teaching. This research study aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of this study is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom.
Implementation of Good Behavior Game on the Students of First Standard
Introduction
Class room management is one of the most important aspects of Educational psychology and is closely related to motivation, respect and discipline. This term is used by teachers and psychologists to describe the process of running a classroom without disruption despite of disruptive behavior by the students. It also implies the prevention of behaviors that are disruptive in nature. Disruptive behavior is linked with subordinate or lesser scores on high stakes tests and low academic success overall (Wentzel, 1993). Brophy elucidates the term classroom management as a teacher’s efforts to create and uphold the classroom environment as an efficient place for teaching and learning (Brophy, 1986).
Maintaining the classroom environment involves teacher’s efforts to provide activities for students that are both inside and outside of the classroom setting. This might include academic instruction, management of student interactions and supervision of student behavior (Wright, 2008). A study conducted by Merret and Wheldall advocated the point that for
The Students of First Standard
SZABIST, Karachi
Abstract
Managing the classroom is an important part of efficient teaching. This research study aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of this study is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom.
Implementation of Good Behavior Game on the Students of First Standard
Introduction
Class room management is one of the most important aspects of Educational psychology and is closely related to motivation, respect and discipline. This term is used by teachers and psychologists to describe the process of running a classroom without disruption despite of disruptive behavior by the students. It also implies the prevention of behaviors that are disruptive in nature. Disruptive behavior is linked with subordinate or lesser scores on high stakes tests and low academic success overall (Wentzel, 1993). Brophy elucidates the term classroom management as a teacher’s efforts to create and uphold the classroom environment as an efficient place for teaching and learning (Brophy, 1986).
Maintaining the classroom environment involves teacher’s efforts to provide activities for students that are both inside and outside of the classroom setting. This might include academic instruction, management of student interactions and supervision of student behavior (Wright, 2008). A study conducted by Merret and Wheldall advocated the point that for
References: Barrish, H., Saunders, M., & Wolf, M. M. (1969). Good Behavior Game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavior Analysis , 119-124. Bellack, A. S., & Hersen, M. (1990). Wiley Series on Personality Processes. New York: John Wiley & Sons. Brophy, J. (1986). Teacher influences on student achievement. American Psychologist , 1069-1077. Carpenter, S. L., & McKee-Higgins, E. (1996). Behavior management in inclusive classrooms. Remedial and Special Education , 195-203. Jones, V. (1996). Classroom management. In J. Sikula (Ed.), Handbook of research on teacher education. New York: Simon & Schuster. Merrett, F., & Wheldall, K. (1978). Playing the Game: A Behavioral Approach to Classroom Management in the Junior School. Educational Review , 41-50. Wentzel. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology , 357-364.