Positive Reinforcement Case Study
Effective Rules
The use of effective rules strategy can be used to best address Doug’s goals. The use of effective rules involves giving explicit statements that provide the rules teachers want students to follow during a learning process. Effective rules encourages secure, effective and safe learning environment (Malone & Tietjens, 2000). The rules that are established by the teacher ensure that students follow appropriate guidelines and this promotes predictability in the learning environment. It is also important in ensuring that students are able to self regulate their behaviors. The use of effective rules in classrooms is essential in prevention of the undesirable behavior of students.
Justification and Benefits
The appropriateness of the use of effective rules strategy to solve Doug’s problems can be attributed to different factors. The main reason for selecting this strategy in addressing Doug’s goals is that the establishment of effective classroom rules can ensure that Doug’s engages in classroom activities. The rules will ensure that Doug follows teacher’s instructions and do the required work at appropriate time. This can discourage Doug’s behavior of engaging in activities such as drawing robots and fiddling with Lego gadgets during assignment time.
The benefit of positive reinforcement of this strategy is that it can ensure that Doug begin to work on assignments promptly and completes his assignments. This is because the consequences of not following the rules can cause fears to students hence ensure that they adhere to the specified rules. Adhering to the specified rules can make Doug to participate in classroom assignments by working on the assignments independently and completing them on time. This can help improves his learning ability hence solve his goals.
Implementation of the Strategy
The implementation of the effective rule strategy so as to address Doug’s problem can involve a number of techniques and processes. The first process in the implementation of the strategy should include development and specification of the rules to be followed by students (Martella et al, 2003). The teachers should be able to develop appropriate rules that should be followed in the classroom. To address Doug’s problems the rules developed should discourage participation in activities that are undesirable during classroom. For example, one of the rules could state that there should be no participation in any other activity during the assignment time. This rule will ensure that students do not participate in any other activity when they are required to do certain assignments. The rule should also be accompanied by consequences. The teacher should outline some specific consequences that should be imposed to students who violate the rules.
The next process should involved communication of the established rules to the student. The teacher should be able to communicate and teach the rules and consequences of violating them to all the students in the classroom. Informing students about the rules and consequences ensure that they understand them properly hence takes them seriously.
The last step in the implementation of the rules is to monitor and observe the rules during all classroom sessions. This will enable the students to understand the importance of following the rules. Monitoring of the rules should include the application of corrective consequences as a result of a student failure to apply the established rules. Consistency should also be ensured during the monitoring and observation of the rules (Martella et al, 2003).
Limitation of this method is that rules are subject to constant changes. There is no universal rule that can address all the classroom issues and students behaviors. It is also possible that the established can be ineffective hence further adjustment might be required during the process of its implementation. These complications of the effective rule strategy can limit its success towards achieving its objectives.
References
Malone, B. G., & Tietjens, C. L. (2000). Re-examination of classroom rules: The need for clarity
and specified behavior. Special Services in the School, 15, 159–170.
Martella, R. C., Nelson, R. J., & Marchand-Martella, N. E. (2003). Managing disruptive
behavior in the schools: A schoolwide, classroom, and individualized social learning approach. Boston: Allyn & Bacon.
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