For Teachers: How to manage behaviour and culture in a classroom
Summary
TLDRThis Oak Tree English video explores theories of behavior and motivation by Maslow and Skinner, focusing on their application to classroom management. It discusses Maslow's hierarchy of needs and Skinner's operant conditioning, illustrating how these theories can be used to understand and influence student behavior. The video also examines four behavior management strategies: rule setting, rewards, positivity, and intentionality, highlighting their strengths and potential limitations. By integrating these approaches, educators can create a supportive learning environment that maximizes student motivation and success.
Takeaways
- 📚 The video compares Maslow's hierarchy of needs and Skinner's operant conditioning as theories of behavior motivation.
- 🧗 Maslow's hierarchy is visualized as a ladder with physiological needs at the bottom and self-actualization at the top.
- 🛡 Safety needs are essential for some students and may require referrals to well-being departments.
- 👫 Love and belonging are important for students, especially those who are new to a country or culture.
- 🏆 Esteem needs, such as respect and recognition, are crucial for most students and can be fulfilled through teaching.
- 🍫 Skinner viewed motivation through operant conditioning, using rewards and punishments to shape behavior.
- 🏫 In the classroom, positive reinforcement includes giving awards, privileges, and good marks for desired behavior.
- 📉 Punishment involves removing privileges and issuing penalties for undesirable behavior.
- 📝 Rules in the classroom should be established democratically, with student input and group consensus.
- 🌟 Rewards like star-shaped post-it notes can boost self-esteem and create a sense of pride among students.
- 😄 A positive classroom culture fosters success and motivates students to attend and achieve.
Q & A
What are the two main theories of behavior motivation discussed in the video?
-The two main theories of behavior motivation discussed in the video are Maslow's hierarchy of needs and Skinner's operant conditioning.
How is Maslow's hierarchy of needs typically represented and what are its bottom rungs?
-Maslow's hierarchy of needs is typically represented as a pyramid or a ladder, with the bottom rungs being physiological needs such as food, air, and shelter, which are necessary for survival.
What are the higher levels of Maslow's hierarchy of needs and how do they relate to classroom motivation?
-The higher levels of Maslow's hierarchy include safety needs, love and belonging, esteem, and self-actualization. In a classroom context, these can relate to students' motivation as they seek respect, recognition, and a sense of belonging, which teachers can help fulfill.
How does Skinner's operant conditioning approach motivation differently from Maslow's hierarchy?
-Skinner's operant conditioning approach to motivation focuses on the reinforcement of behaviors through rewards and punishments, rather than on the fulfillment of needs as in Maslow's hierarchy.
What is the role of rewards in Skinner's operant conditioning model?
-In Skinner's operant conditioning model, rewards serve as positive reinforcement to encourage desired behaviors, while punishments act as aversive stimuli to discourage undesired behaviors.
How can Maslow's and Skinner's models be integrated in an educational setting?
-In an educational setting, both Maslow's and Skinner's models can be integrated by understanding students' needs and motivations, and by using a combination of positive reinforcement and addressing students' needs to create a fully effective learning environment.
What are the four broad categories of behavior management strategies analyzed in the video?
-The four broad categories of behavior management strategies analyzed in the video are rules, rewards, positivity, and intentionality.
How does the video suggest establishing classroom rules?
-The video suggests establishing classroom rules through a democratic process where students propose rules on certain topics, and then the class votes on them, creating a shared sense of ownership and authority.
What is the potential limitation of using rewards as a behavior management strategy?
-A potential limitation of using rewards as a behavior management strategy is that they may become meaningless if given too frequently or if they do not have real-world application, potentially creating 'praise junkies' who crave approval more than actual progress.
How does the video define a positive classroom culture and its benefits?
-A positive classroom culture is defined by the use of positive language, body language, and attitude, which can create an environment that is motivating and conducive to learning. It can feed into various levels of Maslow's hierarchy, from safety to self-actualization.
What is the concept of intentionality in classroom management and its importance?
-Intentionality in classroom management refers to doing things on purpose, such as planning lessons with clear aims and objectives, and creating a structured learning environment. It is important as it fosters safety and security, which can lead to higher levels of student motivation and success.
Outlines
📚 Introduction to Behavior Motivation Theories
This paragraph introduces the video's focus on comparing two prominent theories of behavior motivation: Maslow's hierarchy of needs and Skinner's operant conditioning. It acknowledges the ideal scenario of perfect student behavior and the necessity to understand internal and external motivational factors due to the complexities of human experiences. Maslow's theory is characterized by a hierarchy of needs, starting with physiological needs at the base and extending to self-actualization at the top. Skinner's approach is contrasted through the lens of operant conditioning, emphasizing the use of rewards and punishments to shape behavior. The video sets the stage for an analysis of behavior management strategies within the context of these motivational theories.
🏫 Behavior Management Strategies: Rules, Rewards, and Positivity
The second paragraph delves into the practical application of behavior management strategies in an educational setting. It discusses the importance of establishing classroom rules through a democratic process, where students propose and vote on guidelines. The paragraph highlights the benefits of this approach, such as fostering a sense of safety and esteem, and teaching democratic values. It also addresses the limitations, including the potential for rules to lose authority over time and the inherent resistance to rules in human nature. The paragraph further explores the use of rewards, such as public recognition and tangible incentives, to boost student self-esteem and motivate positive behavior. However, it also warns of the risks of creating 'praise junkies' and the need to maintain the value of rewards through scarcity.
🌟 Cultivating a Positive Classroom Culture
This paragraph emphasizes the significance of entering the classroom with a positive attitude and creating a positive culture that can influence students' behavior and motivation. It suggests using positive language, body language, and maintaining a positive atmosphere to instill a sense of safety and belonging, which aligns with Maslow's hierarchy. Skinner's operant conditioning is referenced in the context of positive reinforcement, where a positive classroom culture serves as a stimulus for attendance and achievement. The paragraph acknowledges the strength of a positive environment in fostering success but also points out the potential limitation of creating a superficial or disingenuous atmosphere that may not prepare students well for real-world challenges.
🎯 The Power of Intentionality in Classroom Management
The final paragraph discusses the concept of intentionality in teaching and classroom management. It advocates for planning lessons with clear aims and objectives, and for communicating these to students at the beginning and end of each lesson. This approach is seen as creating a safe and secure environment that satisfies Maslow's second level of needs, allowing students to progress towards higher levels of learning. Skinner's perspective is also considered, where intentionality sets a target for motivation and creates conditions for success. The paragraph highlights the strength of intentionality in fostering a sense of direction and confidence in students, but it also notes the potential limitation of reduced spontaneity and the need for flexibility in adhering to plans.
Mindmap
Keywords
💡Behavior Management
💡Maslow's Hierarchy of Needs
💡Skinner's Operant Conditioning
💡Rule Setting
💡Rewards
💡Positivity
💡Intentionality
💡Self-Actualization
💡Esteem
💡Positive Reinforcement
Highlights
Introduction to comparing Maslow's and Skinner's theories of behavior motivation.
Importance of understanding internal and external factors motivating students.
Maslow's Hierarchy of Needs as a motivational framework.
Skinner's operant conditioning and its application in behavior management.
Classroom strategies combining Maslow and Skinner's theories for effective behavior management.
Role of rules in classroom management and their connection to Maslow's safety and esteem needs.
Positive reinforcement through rewards and its impact on student self-esteem.
Public recognition of student achievements as a motivational tool.
Skinner's perspective on rewards as positive stimuli for desired behavior.
Limitations of rewards and the creation of 'praise junkies'.
The significance of a positive classroom culture according to Maslow.
Potential downsides of an overly positive environment.
Intentionality in teaching as a strategy for creating a safe and secure learning environment.
The balance between planning and spontaneity in maintaining a culture of intentionality.
Review of the video's main points on behavior management strategies.
Encouragement for viewers to like, share, and subscribe for more educational content.
Transcripts
hello and welcome to this oak tree
English video on behavior
management this is a part of the diploma
in Education and Training
qualification in this video we're going
to compare and contrast two theories of
behavior motivation especially those of
maslo and
Skinner then we're going to analyze the
strength and limitations of a few
behavior management strategies notably
rule setting rewards positivity and
intentionality in an Ideal World this
would be an irrelevant video because all
students would behave perfectly with no
factors to consider except good
pedagogy however we teach real people
with real messy lives and a range of
Human
Experience it's important before we talk
about how to manage our classroom to
understand how people are motivated by
internal and external
factors two of the big names in this
field of study are Abraham maslo and BF
Skinner maso's best work best known for
work is his famous hierarchy of needs
this is usually pictured as a pyramid
but is probably better understood as a
ladder at the Bottom Rung are the
physiological needs which we need to
stay alive like food air shelter Etc
most students will have this need met
before coming to
class the next rung up is safety needs
including employment health and property
there may be a few students in your
career who need help in this category
and mostly this will inv involve
referring them to the well-being
Department progressing upwards we find
love and belonging which include
friendship and family
relationships this could be an issue for
some as they may have come from other
countries and just be finding their feet
in the
UK or other other cons
considerations the next tier is esteem
this is the respect status and
recognition which most of our students
will look for and which we are in the
position to give the top rung is
self-actualization which is something
that only a very few of our students
will be striving for depending on what
you teach I guess a yoga teacher or
Church Pastor may come across this felt
need more often but for an English
language teacher like myself this is out
of the
ordinary Skinner by contrast thought
about motivation through the lens of
operant conditioning with a system of
rewards like
chocolate this worked perfectly in
rehearsal one more one more
hold
on like chocolate oh okay we will stop
I'll get going one more
yes or punishment like being squirt in
the face with water
no we didn't rehearse that
b as a behaviorist uh Skinner
believed in creating Behavior by
positive and negative reinforcement as
has just uh just been
demonstrated
um in the classroom context this would
be giving awards Privileges and good
marks for
Behavior we wish to encourage and we we
by for Behavior we wish to encourage and
removing Privileges and issuing
punishment for Behavior we wish to
discourage for example one student does
her homework and always arrives on time
or even early so you give her a pleasant
stimulus the a Star Award for example
and remove the aversive stimulus of
prescribing her seating plan by letting
her choose which group she works with
another student is consistently late
loud and lazy notice the
alliteration in that case Skinner would
remove this the Pleasant stimulus of
their mobile phone and add the aversive
stimulus of staying late after class to
tidy the
classroom notice maslo would say that
all of these stimuli affect the love and
esteem strata of his
hierarchy the next consideration is
whether those are the strata of
motivation which those particular
students are working on for example if
there are safety needs which causes the
lace loud and lazy student to behave in
that way they're making stay after class
thus providing them with a safe warm
place to be for another half hour will
add a pleasant stimulus where you are
intending to add an aversive stimulus
and have the opposite of the desired
result for a fully effective program
both of these models and possibly some
others too should be held in tension
with each
other the literature on behavior
management strategies such as Jeremy
harmer's the practice of English
language teaching
often give several suggestions which
overlap I have therefore grouped my
suggestions into four broad
categories these are just four
strategies to create a safe and secure
learning environment others are
available for you if these don't work in
your particular
situation the strategies I would like to
analyze are rules reward positivity and
intentionality in each case I will refer
to the tools of maslo and Skinner to
understand them and identify their
respective strength and
limitations so here are the rules first
and foremost a classroom like any
society must have rules but this doesn't
have to be an authoritarian situation a
more egalitarian structure would come at
the start of term in a getting to know
you class you could encourage your
students to propose a series of bills on
certain topics such as mobile phone use
or punctuality and then the class votes
on
them once established the class
Manifesto should be clearly displayed
for all to
see maslo would place this between
safety and esteem as it values the
students perspectives Skinner would see
the exercise as a positive stimulus but
would take more interest in what the
result of P of P broken or un obeyed
rules would be punishment or
reward the strength of this form of rule
setting is that it retains an
authoritative documents but the
authority which it holds comes from the
group itself and not the
teacher it also teaches the British
value of democracy in a powerful and
meaningful way in tandem with the rule
of
law it also sets a powerful precedent
that we will that will start as we mean
that we will start as we mean to go on
on to quote hmer again it also creates
an atmosphere of equality and
intentionality from the very first
lesson no rule is without its
limitations
however the the limitation of this form
of rule setting is that the authority is
strongest among those who were the first
lesson and if later students don't agree
the whole document may have to be
redrawn
also human nature rails against rules
even ones set by ourselves as observed
by CS Lewis which could prove to be the
limitation in the fullness of
time so next one reward well do you know
Microsoft teams has a feature whereby
Awards can be given to individual
students as a way of recognizing them
publicly to the
group alternatively I tend to keep a pad
of star-shaped post notes to give awards
for good work or effort or
attendance this public an
acknowledgement can raise their
self-esteem and I've seen the posits
displayed in Pride of place in the
students folders as if it means more to
them than a simple scribble on
paper maslo would recognize this as
fulfilling their need for esteem which
is the level of motivation which most
most students have
attained Skinner would turn this type of
reward to be positive stimulus but might
recommend including added freedoms or
removed prohibitions as another mode of
reward you might also observe that these
Awards could be removed or Revisited as
a form of
punishment what is the strength of this
this idea well the strength of this
motivation St strategy is that it
recognizes the students contribution
thus raising their standing in the group
and in their own eyes but it also
creates an aspiration for the rest of
the group to strive to attain their own
Star
Award Madson and his friends um in
1968 showed a fairly fairly conclusively
that praise is a better motivator than
blame there's the reference at the
bottom of the screen which means that
means I have to go on to the limitations
early but you'll I'm sure you'll forgive
me
now these are award here's the
limitation these are Awards within the
group but they're meaningless outside
thus do nothing to address any other the
strata of need or have any real world
application further it has the
capability to create what kern in 2001
calls praise junkies who crave the
approval uh crave the approval more than
the actual
progress also these medals to quote um
Jeff Petty after the uh after the medals
and Mission
model more literation must be given
sparingly or they lose all value their
value much like a Hollywood handshake is
rooted in their
Rarity what is a vampire's favorite
blood
type be
positive it is crucial to enter your
classroom each day with a positive
attitude I once had a PE teacher who
told us that you could do anything with
PMA positive mental
attitude in order to create a positive
culture in your classroom you should use
positive
language positive body
language and a positive attitude which
will inevitably rub off on your students
if only in that
setting if you let the com pressures of
the day enter the classroom with you
that too will become part of the group's
culture maslo would say this positive
culture would feed into almost all of
maslo rungs from safety all the way up
to
self-actualization it would definitely
prove to be a motivating factor and a
reason to attend
class Skinner's perspective here would
be that the culture of positivity would
affect a positive stimulus to come to
class and to achieve therein it would
also Encompass positive reinforcement
such as prizes rewards medals and
praise the principal strength of this
culture is the emotion of coming to
class in a culture where most utterances
are positive most gestures are positive
where humor and bonom me are the
defining attributes you'll find that
this is also a culture of
success where positivity is the constant
background however it can begin to feel
slightly
disingenuous I had some friends who went
to a Bible College where the Halls just
dripped with sacarin suweet fraternal
love and an almost oppressive feeling of
Goodwill to all
men though this environment was a
delightful bom to visit it became
smothering to live in and there was a
legitimate concern about how well it
prepared candidates for life outside its
hallowed walls
that is the limitation of this of the
power of positivity it has to be kept
within the bounds of the real
world the final suggestion is another
one about creating a
culture intentionality means doing
things on purpose this includes planning
lessons to have a variety of exercises
which scaffold the
knowledge even if students don't know
teaching techniques and methodology they
will recognize that they're learning
more
effectively it also means starting every
lesson with a statement of aims and
objectives that the students know the D
know the direction of the
lesson similarly it means ending with
the plinary session going back to over
the aims and checking that each one has
been
met this classroom culture creates an
environment which maslo would identify
as safe thus satisfying the second level
of need once this is in place a student
can move up to the higher levels of need
and begin to fulfill their learning
goals Skinner would recognize
intentionality as an early stage of the
motivation process in setting a Target
to be attained the class creates the
conditions for Success which will prove
to be a reward when it's
reached the key strength of this
strategy is to create an environment
which Fosters Safety and
Security the confidence a student feels
that a class has been planned and has a
definite direction will directly relate
to the success that they achieve in
attaining those goals it's rather like
playing a game when you know the rules
as opposed to making the rules up as you
go the main limitation of this principle
is the tendency to reduce
spontaneity sticking to a plan relig
iously can make a teacher less reactive
to the individual needs which students
can exhibit throughout a
class a plan should be considered a
working document stating guidelines
rather than hard and fast
rules so just as I set out my aims at
the beginning let's review them together
now in this video we wanted to compare
and contrast two theories of behavior
motivation specifically those of maslo
and Skinner we should we did by by
comparing the hierarchy of needs and
operant
conditioning then we analyzed the
strengths and limitations of a few
Behavior managements notably rule
setting rewards positivity and
intentionality which we saw had high
levels of effectiveness at maximizing
motivation and limitations which can be
mitigated at the planning
stage I hope you've enjoyed this video
and found it useful if so please
remember to like share and subscribe to
Oak Tree English thank you
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