Rules, Praise, and Ignoring: Elements of Elementary Classroom Control
Journal of Applied Behavior Analysis, Vol. 1, pp. 139-150, Number 2 (Summer 1968).
Rules, Praise, And Ignoring: Elements Of Elementary Classroom Control
Charles H. Madsen, Jr., Wesley C. Becker, and Don R. Thomas1 Florida State University And University of Illinois
An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers’ behavior. Following baseline recordings. Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.
1 Modern learning theory is slowly but surely increasing its potential for impact upon social problems. As problems in social development and interaction are more closely examined through the methods of experimental analysis, the importance of learning principles in everyday life becomes clearer. The potential contribution of these developments to childrearing and education appears to be especially significant. This report is a part of a series of studies aimed at demonstrating what the teacher can do to achieve a “happier,” more effective classroom through the systematic use of learning principles. The study grows out of a body of laboratory and field research demonstrating the importance of social reinforcers (smiles, praise, contact, nearness, attention) in establishing and maintaining effective behaviors in children. Extensive
Rules, Praise, And Ignoring: Elements Of Elementary Classroom Control
Charles H. Madsen, Jr., Wesley C. Becker, and Don R. Thomas1 Florida State University And University of Illinois
An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers’ behavior. Following baseline recordings. Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.
1 Modern learning theory is slowly but surely increasing its potential for impact upon social problems. As problems in social development and interaction are more closely examined through the methods of experimental analysis, the importance of learning principles in everyday life becomes clearer. The potential contribution of these developments to childrearing and education appears to be especially significant. This report is a part of a series of studies aimed at demonstrating what the teacher can do to achieve a “happier,” more effective classroom through the systematic use of learning principles. The study grows out of a body of laboratory and field research demonstrating the importance of social reinforcers (smiles, praise, contact, nearness, attention) in establishing and maintaining effective behaviors in children. Extensive