Model of

Classroom
Disciplines and Its
Application
1. Behaviour
Modification(Skinner)
2. Assertive Discipline (Canter)

1. Behaviour Modification(Skinner)

Whats
Behaviour?
manner of behaving or
conducting oneself
on one's best behaviour
behaving with careful good
manners

Whats
Behaviour
Modification?

Interfere positively in the

childs activities to
influence its thoughts in
order to bring in
desirable changes in the
pattern of behaviour.

B.F Skinner

Behaviour Modification
Therapeutic technique based on the
work of B.F. Skinner.
Skinner developed a theory of operant
conditioning, which states that all
behavior is governed by reinforcing
and punishing stimuli.
Behavior modification uses a scheduled
approach that rewards desired behavior
and "punishes" undesirable behavior.

KEY IDEAS
Behavior is shaped by its consequences what
happens to the individual immediately afterward.
Systematic use of reinforcement (rewards) can
shape pupils behaviors in desired manner.
Behavior weakens if no reinforcement follow-up
and punishment.
Once learning achieved, best maintained
through intermittent reinforcement.
Can be easily modified with students of all ages and
backgrounds.

TYPES OF REINFORCERS
SOCIAL
Words, gestures and facial expressions.
GRAPHIC
Numerals, checks, happy faces and special symbols.
ACTIVITY
In the form of activities that students prefer in school, e. g.
playing games, decorating classroom, free reading etc.
TANGIBLE
Real objects that students can earn as rewards for desired
behaviors. Candy, toys, certificates.

EFFECTIVENESS OF NEOSKINNERIAN MODEL

Powerful effect, as systematic
attention and reinforcing
becomes natural parts of the
teaching act.
However, there are concerns over
free will of students Skinner
rejected free will in principle, an
essential human trait.

CRITIQUES on Skinners
theory
Rewards are counterproductive because they are
extrinsic bribes rather than internal motivation.
Punishment is ineffective and that positive
reinforcement is better (Staddon, 1995).
Although educators generally believe that competition
improves behaviour and achievement, the
opposite be true for some cultural groups.
E.g. Latinos or Hispanic Americans might avoid any
competition activity that might sets them apart from the
group (Manning & Baruth, 2004).

 Extrinsic rewards such as a homework pass, token

stickers, might be seen as a personal affront to
someone who did not received one.
Feminists are concerned that the reward system is
unfair to females, who sometimes place value on
collaboration rather than competition to receive
rewards. (Manning & Baruth, 2004).

Strengths
It is simple to use.
Results are immediate.
Students can feel successful when
they obtain rewards.

 Standards of behaviour are uniform,

consistent, and clear to all students.
Time does not have to be spent in
class discussing rules and students'
conduct.
It can be readily employed with all
students regardless of age.

Weaknesses
The results might not last long.
Students may not perform as desired
when rewards are terminated
The approach may seem too much
like bribery to some teachers

 To use so much control in a

democratic society may be
unethical
Rewards undermine intrinsic
motivation
Difficult to identify the appropriate
reward