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北美教育学作业代写:注意力集中

人们认为行为可以通过改变行为的前因或行为的后果来改变。列举了这种理解破坏性行为的模型的一些优点。他们认为这将老师的注意力集中在孩子在B方面的实际行为上;这种行为必须得到系统的观察和记录,而不是简单地把这种行为归为“破坏性”的一般范畴。此外,教师的注意力集中在教室中他/她所影响的事件上,因此,为了影响孩子行为的改变,教师可以改变这些事件。第三,有人认为ABC方法强调孩子的行为发生在特定的背景下,他们的行为受到环境的影响,他们的行为也会影响接下来在教室里发生的事情。最后,这种方法提供了识别不良行为、解释其发生原因和改变行为的可能策略之间的链接。任何使用这个模型来改变行为的尝试都应该从以下问题开始:“是什么触发了行为?”换句话说,就是先行词,以及“这种行为是如何被强化的?”换句话说,就是对后果的审视。祖先的破坏性行为包括等问题,教师可以影响任务难度,学习者的参与这个话题,教室座位安排,和老师的关系,以及老师的问题几乎没有控制,例如学习者的家庭环境的影响他们的学习。ABC模型表明,教师可以使用一些预防性的策略来避免破坏性行为的祖先通过消除不必要的行为,例如,老师可以通过积极的语句执行规则,他们可以赞美特定行为或他们可以改变教学与学习者的兴趣.

北美教育学作业代写:注意力集中

It is believed that behaviour can be changed by either changing the antecedence to the behaviour or the consequences of the behaviour. Hastings and Wheldall (1996) numerate a number of advantages of this model of understanding disruptive behaviour. They suggest that it focuses the teacher’s attention on what the child actually does in the B aspect; the behaviour has to be systemically observed and recorded rather than simply labelling the behaviour under the general umbrella term of ‘disruptive’. Furthermore, the teacher’s attention is directed towards events within the classroom that s/he has influence over and thus, can change in order to effect change in the child’s behaviour. Thirdly, it is suggested that the ABC approach emphasises that the child’s behaviour takes place within a particular context and that their behaviour is both influenced by the environment and that their behaviour influences what happens next in the classroom. Finally, this approach provides links between the identification of undesirable behaviour, an explanation for why it occurs, and possible strategies for changing the behaviour. Any attempt to change behaviour using this model should begin with the questions ‘What triggered the behaviour?’, in other words, the antecedence, and ‘How is this behaviour being reinforced?’, in other words, an examination of the consequences (Welsh Assembly, 2010). Antecedents to disruptive behaviour include both issues that the teachers can affect such as task difficulty, the learner’s engagement with the topic, the classroom seating arrangement, and their relationship with the teacher, as well as issues that the teacher has little control over, for instance the effect of the learner’s home environment on their learning. The ABC model suggests that teachers can use a number of preventative strategies to avoid disruptive behaviour by eliminating the antecedents to the unwanted behaviour, for example, the teacher can enforce rules through positive statements, they can give praise that is behaviour specific or they can change teaching to engage the interest of the learners

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