For Teachers: How to manage behaviour and culture in a classroom

Summary

This 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

00:00

📚 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.

05:01

🏫 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.

10:01

🌟 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.

15:01

🎯 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.

Keywords

💡Behavior Management

Behavior management refers to the strategies and techniques used by educators to create a positive and productive learning environment. In the video, it is a central theme as the speaker compares two theories of motivation and discusses various strategies such as rule setting, rewards, positivity, and intentionality to manage behavior in a classroom setting.

💡Maslow's Hierarchy of Needs

Maslow's Hierarchy of Needs is a psychological theory proposed by Abraham Maslow that describes human motivation as a five-tier model, usually depicted as hierarchical levels within a pyramid. In the video, it is used to discuss how different levels of needs, such as physiological, safety, love/belonging, esteem, and self-actualization, can influence student behavior and motivation.

💡Skinner's Operant Conditioning

Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. B.F. Skinner's work on this concept is highlighted in the video as a contrasting theory to Maslow's, focusing on how external factors like rewards (e.g., chocolate) and punishments can shape behavior in a classroom.

💡Rule Setting

Rule setting in the context of the video refers to the establishment of classroom rules either by the teacher or collaboratively with students. It is presented as a strategy for behavior management, with the script mentioning an egalitarian approach where students propose rules and the class votes on them, aiming to create a sense of ownership and safety.

💡Rewards

Rewards are positive reinforcements used to encourage desired behaviors. The video discusses the use of tangible rewards like star-shaped post-it notes or digital awards on platforms like Microsoft Teams to publicly acknowledge good work, effort, or attendance, which can boost students' self-esteem and motivate them to perform well.

💡Positivity

Positivity in the video is described as a crucial attitude to bring into the classroom, which includes using positive language, body language, and maintaining a positive culture. It is highlighted as a strength that can motivate students and create a successful learning environment, although it also has limitations if it becomes disingenuous or overly forced.

💡Intentionality

Intentionality is the practice of doing things with a clear purpose or plan. The video emphasizes the importance of intentionality in lesson planning and teaching, where teachers have a structured approach with defined aims and objectives. This creates a safe and secure learning environment that can help students feel confident and successful.

💡Self-Actualization

Self-actualization, as per Maslow's theory mentioned in the video, is the highest level of psychological needs and is the drive to realize one's full potential. It is discussed as a motivational factor that only a few students may be striving for, particularly in the context of an English language class.

💡Esteem

Esteem, in the context of Maslow's hierarchy, refers to the need for respect, status, and recognition. The video script uses esteem as an example of a motivational factor that most students seek, and teachers are in a position to provide through rewards and acknowledgments.

💡Positive Reinforcement

Positive reinforcement is a concept from Skinner's operant conditioning theory, where a positive stimulus is added to increase the likelihood of a behavior occurring. In the video, it is discussed as a behavior management strategy where rewards like praise, prizes, and recognition are used to encourage desired behaviors.

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