skinner, glasser and gordon

1. BUILDING THE
FOUNDATION
BUILDING THE FOUNDATION (SKINNER, GLASSER AND GORDON)
BY
AIZAD & AZROY

2. The Skinner’s Model of Shaping
Desired Behaviour
 Definition: The
practice of providing consequences
for both positive and negative behaviour.

3. Skinner’s ideas
•
Systematic use of reinforcement (rewards) can shape
pupils' behaviour in desired directions.
•
Behaviour becomes weaker if not followed by
reinforcement.
•
Behaviour is also weakened by punishment.


4. Behaviour modification
pupil perform
an desired
act
teacher
gives reward
pupil tends
to repeat the
act.

6. Types of reinforcers uses in behavior
modification
•
Social - verbal comments, gestures, and facial expressions.
•
Graphic - marks of various kinds such as numerals, checks,
happy faces, and special symbols.
•
•

Activity - activities that pupils prefer to do in school
Tangible - real objects that pupils can earn as rewards

7. STRENGTHS
It is simple to use.
Results are immediate.
WEAKNESSES
The results might not last long
Students may not perform as desired
when rewards are terminated
It acc
ommodates most teachers'
desire to maintain control.
Students may not learn how to govern
their own behavior.
Students can feel successful when
they obtain rewards.
The approach may seem too much like
bribery to some teachers
Standards of behavior are uniform, It ignores any underlying problems
consistent, and clear to all students.
caused by influences at home, in
society, or at school
Time does not have to be spent in To use so much control in a democratic
class discussing rules and students'
society may be unethical
conduct.
It can be readily employed with all
students regardless of age.
Students do not get an opportunity to
clarify emotions, weigh alternatives,
decide on solutions, or develop their
intellect

8. application
Classroom scenario
Pupils in the calss rarely use English in ESL class. How would
Skinner’s model dealt with this situation?

9. Catch pupil that speak English even a little. Reward the pupil for speaking
in English.
Set up contract with the class. Identify a reward that is exceptionally
attractive to them.

10. The Glasser’s Model of Choice
Theory

Choice theory states that:

•
all we do is behave,
•
that almost all behavior is chosen, and
•
that we are driven by our genes to satisfy five basic needs: survival,
love and belonging, power, freedom and fun.

11. concept
•
Pupils can choose to act the way they want to
•
Good choices produce good behaviour. Bad choices produce bad
behaviour
•
Teachers must always try to help pupils make good choices
•
No excuses for bad behavior
•
There is always consequences follow the behavior
•
Class rules are essential and they must be enforced.
•
Classroom meeting

12. Teachers’ duty
Emphasise pupil responsibility
•
Establish rules that lead to success
• Accept no excuses
•
Call for value judgment
• Invoke reasonable consequences
• Be persistent
•

13. Strenght and weaknesses

Strengths
•
promote a high degree of autonomy and responsibility for students.
•
They help students see a wide range of possible consequences for
their behaviour.
•
They allow students to determine solutions to their own discipline
problems.
•
They help students understand their needs and how to satisfy these
need legitimately.
•
They delineate clearly what a teacher needs to do for every
misbehaving student.

14. 
Weaknesses

—
I
it is difficult for teachers to help students satisfy their need for
control without feeling threatened themselves.

—
I
it is difficult to react properly when communicating with
students about their inappropriate behaviours.

—
Classroom meetings may consume more time than is
desirable.

—
It may be difficult to help students who do not want to be in
school to make plans to improve their behaviour.

—
Students may not have the necessary skills to make plans that
will help improve their behaviour.

15. application
Classroom scenario
Pupils in the class rarely use English in ESL class. How would
Glasser’s model dealt with this situation?

16. •
Make sure pupils understand their work responsibilities as a pupil in the
class

Make sure pupils understand that they can choose their behavior, to use English or
not, and that his choice brings with it either desirable or undesirable consequences.

Make sure that when pupils show improvement, they receive consequences that are very
attractive to them

Never give up on them.

17. Gordon’s Model
•
teachers can plot pupil’s behaviour into a diagram called “Behaviour
Window”
Behaviour Window
Communication
skills
active listening
confrontative Imessages
shifting gears
no-lose conflict
resolution
values collisions

18. “WHO OWN THE PROBLEM?”

Gordon reminds teachers to ask themselves, "Who owns the
problem?".

Although the teacher ultimately assumes responsibility for the
classroom, the student actually "owns" many of the problems.

For example, one daydreaming student does not interfere with the
progress of an entire class. Although the teacher should send the
message that daydreaming is unacceptable, the problem is the
student's and, ultimately, he or she will have to accept responsibility
for changing the behaviour.

19. Key ideas
•
"I" messages - messages that tell another person how you feel about
their behaviour.
•
"You" messages - blaming statements
•
Confrontative "I" Messages - messages that attempt to influence
another to stop the unacceptable behaviour.
•
Shifting Gears - changing from Confrontative to a listening posture
•
Win-Lose conflict resolution - ends the dispute temporarily with a
winner and a loser.

20. •
No-Lose conflict resolution - everyone wins
•
Door openers - words or actions that invites folks to talk about what
is on their minds
•
Active Listening -carefully listening and demonstrating
understanding of what another person is saying
•
Values Collisions- is anything a person believes will make the quality
of life better or very concrete like food or money

21. SIX STEPS PROBLEM SOLVING
PROCESS

Step 1: Identify and define the problem or situation. Good solutions
depend on accurate identification of the problem at hand.

Step 2: Generate alternatives. Once the problem is clarified a
number of possible solutions should be generated

22. 
Step 3: Evaluate the alternative suggestions. When alternatives have
been specified, participants are asked to comment on them. The
goal is to choose a solution that is agreeable to all

Step 4: Make the decision. After examining the alternatives, the one
that seems to suit most people best is selected for trial.

23. 
Step 5: Implement the solution or decision. The trial solution is put into
place with the understanding that it may or may not work as
anticipated and that it can be changed if necessary.

Step 6: Conduct a follow-up evaluation. The results of the trial
solution or decision are analysed and evaluated.

24. Strength and weaknesses
Strengths

It promotes autonomy and self-regulation for students.

It promotes good student-teacher relationships.

It allows students to deal with personal problems and feelings.

It helps teachers communicate their needs to students so that
students can appreciate how their behaviour affects others.

It helps students understand that teachers have needs and feelings
just like they do.

25. Weaknesses

Teachers may find some difficulty changing their role from directing
and controlling students to actively listening.

Teachers may have difficulty accepting value differences between
themselves and their students.

Transmitting I-messages instead of you-messages will be
understandably difficult for teachers to master.

A more comprehensive approach may be needed to help teachers
avoid having to deal with the number of possible problems likely to
surface.

26. application
Classroom scenario
Pupils in the class rarely use English in ESL class. How would
Glasser’s model dealt with this situation?

27. Applying the six steps approach the following are the possible ways to
deal with the the above situation:

Approach the problem by asking the pupils neutral open questions
to gain information about why the pupils do not use English in the
class. Listen attentively to the response to build trust and
communication.

Ask the pupils for suggestions on ways to help them to speak in
English

From the different ways that they had suggested ask them list down
the strengths and weaknesses

28. 
Ask them the best way to do it

Work on details on how the chosen way could be implemented

After implementing the way that they had decided on, assess
whether it works for them or not.