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Mohamad irwandyAfiq AzmanBani RaliJoe Wadle RobertAbdul Halim Skinner's Theories of Classroom Management

Behavior Modificationthe best way to modify behavior was to modify the environment.Based on the Stimulus-Response (S-R) reaction.

Skinners theories leading to effective classroom managementReinforces - Extrinsic and intrinsic motivation which allow a preferred behavior to be repeated - Social reinforces are usually use as it doesnt require a lot of resource.e.g.- granted access to favorite toy if the pupil sits quietly during instruction.

Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcementReinforcement schedule a) continuous reinforcement schedules (CRF) - every desired behavior is reinforced every time it occurs b) partial reinforcement schedules - reinforced after so many occurrences) or intervals (a reinforcement delivered after a certain time interval). partial reinforcement schedules can be more effective because having fixed intervals allows the effectiveness of a behavior repeating increases.

Withdrawal of privileges - effective in terms of reducing an unwanted behaviorReferencesMarkle, S. (1969). Good Frames and Bad (2nd ed.). New York: Wiley.Skinner, B.F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216.Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86-97.Skinner, B.F. (1957). Verbal Learning. New York: Appleton-Century-Crofts.Skinner, B.F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.Skinner, B.F. (1971). Beyond Freedom and Dignity. New York: Knopf.Premack, D. (1965). Reinforcement theory. In D. Levine (ed.),Nebraska symposium on motivation.(Vol. 13). Lincoln: University of Nebraska Press.