Assignment: Appropriate Behavior
Assignment: Appropriate Behavior
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Assignment: Appropriate Behavior
Instead of spanking a child for using obscene language, Skinner would recom-
mend
A) reasoning with the child about appropriate behavior.
B) using even worse language, so the child can hear how terrible it sounds.
C) reinforcing the child for using desirable language.
D) washing the child’s mouth out with soap.
Assignment: Appropriate Behavior
We propose the creation of a numerical scale that can be used to summarize average engagement levels for a project, an individual in their role, or a team or larger organization. This will facilitate more accurate research about the impact of engagement. While further work needs to be done to link these levels to specific biological markers, we propose that this framework will enable more accurate thinking about engagement in the future.
What effect does increasing or decreasing engagement have on the brain and our wider biology?
engagement involves the central and autonomic nervous system to maintain the internal attention and rewarding states (Csikszentmihalyi, 2008; Posner et.al, 2009). We propose that five brain networks are impacted by the threat and reward response and thus by engagement levels. These are: 1. Cognitive networks: Lateral PFC and ACC provide the
capacity for clear thinking and better executive attention suggesting these have optimal cognitive function during engagement (Posner et.al, 2007).
2. limbic system: The reward experience and positive emotion require the involvement of the central and autonomic nervous system, indexed by higher immune function and body coordination. in other words, the central and autonomic nervous system interaction, termed as ‘being state’ (Tang et.al, 2009).
Explanation of Assignment
Why should I do it:
- It provides you with reassurance the student understands what you are saying
- Increases students confidence
- Reduces off task behavior, work avoidance, and disruptions
- Improves work completion and comprehension
- Decreases the amount of time for students to complete tasks
- Reassures student
- Can provide clarification for other students as well as the one you are explaining it to
When should I do it:
- When students often say they don’t understand the work
- When students don’t start on the assignment immediately or significantly under the pace of the majority of the class
- When students are goofing around, horse playing, off task, or exhibiting behavior issues
- When students exhibit work avoidance, like going to the bathroom, getting a drink, getting supplies and materials, etc
How do I do it:
- Explain the assignment/directions to student using eye contact and getting down to student’s level
- For students that may feel embarrassed, timid, or shy, you may speak in a quiet tone and possibly have the student come up to the teachers desk
- Have student repeat the directions to you
- Watch the student do the first portion to help problem solve
- Check in periodically with the student
- Encourage students to ask for clarification or repetition of assignments and directions frequently
