Encouraging Appropriate Behavior
The development of effective rules is a process that defines the appropriate behavior in children that educators expect them to demonstrate. In the process of developing rules, it is important to consider age appropriateness and cultural responsiveness. When creating rules for children, educators should consider stating positive rules that are few, simple and specific, as well as measurable and observable. The purpose of establishing rules is to make children understand their behavior expectations and appropriate behavior to demonstrate. Implementing the rule for raising hands will help Heather understand the importance of waiting in turn to answer a question and therefore prevent her from calling out answers.
In behavior management of children, the development of contingent instructions refers to the issuing of specific directions to an individual learner to stop undesired behavior and engage in a more appropriate alternative action. An example of contingent instructions includes reprimands given to children to stop particular behavior; for instance, “John, put away that magazine and listen to me.” The use of contingent instructions is effective in preventing unacceptable behaviors that interfere with successful learning. Implementing contingent instructions in class will stop Heather from interrupting discussions in class. Taking instructions will make Heather understand the importance of listening to others and waiting in turn to join the discussion.
For effective behavior management, group contingency is a behavior strategy that utilizes group reinforcement that majors on peer influence through implementing group goals and consequences for behavior. The two types of group contingencies include dependent and independent contingencies. While dependent group contingencies focus on the effect of an individual’s behavior on their peers, the behavior of a person does not affect their group in the case of independent group contingency. The purpose of group contingency depends on the intension desired; for instance, it reduces incorrect behavior, and prevent behavioral challenges. Since Heather has a problem completing her work independently, implementing independent group contingency for Heather will help her learn effectively by earning rewards for completing her work quietly without interrupting the class.
For Heather to achieve her academic goals, Ms. Reyes has to adopt the three strategies for encouraging appropriate behavior; these strategies include the creation of rules, contingent instructions, and group contingency measures. When setting rules for children, it is essential to consider their age and culture appropriately. Also, the rules constituted should be few, simple, measurable, observable, and positively stated. In developing contingent instructions, children should understand the consequences of not following the instructions, as this effectively discourages inappropriate behavior. In the case where individual students face behavioral challenges in engaging with their peers during a discussion, a dependent contingency strategy is useful in correcting the problem.