ERIC Number: ED075474
Record Type: RIE
Publication Date: 1972
Reference Count: N/A
Techniques to Improve Classroom Control and Instruction.
Carter, Kyle R.
The school psychologist's job is to insure that the school setting is as conducive to learning as possible, stimulating children to respond to instruction and discouraging misbehavior that serves to avoid instruction. Many teachers do not realize the full implications for children of their actions and verbalizations. A teacher's behavior can extinguish the child's enthusiasm for learning and encourage mishebavior. Studies have shown that the amount of actual learning behavior emitted by students is relatively small when compared to the teacher's verbalizations. Both the type of instructional program that should be employed and the type of controlling methods to be used in obtaining appropriate behavior should be considered. Punishment merely suppresses inappropriate behavior, while ignoring misbehavior can be more effective. If this is not practical or effective, a combination of punishment and reinforcement of appropriate behavior can be used. In a procedure called time-out, the child who misbehaves is physically removed from the situation and placed in an environment free from stimuli reinforcing misbehavior. The best method is to reinforce good behavior. Most behavior problems could be eliminated and instruction enhanced if classrooms allowed for individuality in learning rates, active participation by students, and reinforcement for good behavior or academic achievement. (For related documents, see TM 002 548-551, 553-559.) (KM)
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Discipline, School Psychologists, Seminars, Student Participation, Teacher Behavior, Teaching Methods
Not available separately; see TM 002 548
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at Doctoral Seminar, University of Georgia, Fall 1971