| 2. A commitment to student learning and achievement. |
| Philosophy: Main Idea |
| Overall, I believe that all students can learn in a supportive environment. It's the teacher's job to manage a classroom so that everyone can learn. Special Education Early Childhood |
| 2. A commitment to student learning and achievement. |
| Entry-level Standards: |
| Philosophy: Behaviorism and Special Education |
| The behavioral approach is one easily applied in education, particularly special education. Behaviorists believe that a way to know what students are thinking is through their behavior, and through changing the environment or context (like stimulus), behavior can be shaped. It emphasizes behavior modification (changing behavior) as a way to shape a student�s behavior. It is encouraging the good behavior and extinguishing the behavior you want stopped. Behaviorists believe that immediate reinforcement makes it likely that a behavior will occur again. Many teachers believe that students will repeat rewarded (reinforced) behavior and lessen ignored behaviors. Special education teachers will determine the desirable behaviors, also called target behaviors, and encourage students to repeat those. This reinforcement can take many forms. Bucher, K., & Manning, M. (2001/2002). Exploring the foundations of middle school classroom management. Childhood Education, 78(2), 84-90. |
| Behaviorism: What it Looks Like |
| There are many ways for this theory to be a part of the classroom. One way it is used is by using positive comments. Students know what is expected when teachers say �I like how you already have your book out, please start reading on page 5,� rather than a negative comment like, �Stop wasting time! We�re not on that page!� Another way behaviorism is in the classroom is by ignoring inappropriate behaviors. Much misbehavior is minor and can be stopped by just ignoring it, like whining. A final way is by developing behavioral contracts. These can be at school or at home, and outlines what the student needs to do. It also includes something the teacher/parent will do to reward them for appropriate behavior (like a point system).
Bucher, K., & Manning, M. (2001/2002). Exploring the foundations of middle school classroom management. Childhood Education, 78(2), 84-90. |
| Behaviorism and Inclusion |
| Behaviorists believe that the teacher maneuvers the students� environment, and that by structuring the environment, the student's behavior can be shaped to achieve learning. So in an inclusive setting, one where students with special needs receive all or part of their instruction in the general education classroom, teachers can structure the class to best teach everyone. Coupled with reinforcing desired behavior, teachers can help make inclusion work for everyone. Inclusion isn�t for every student, but if a classroom is set up optimally, students with special needs can be successful. For example, if a student with an emotional impairment gets frustrated if there are too many distractions and loud noises, a teacher may set up the inclusive classroom to be quiet, calm, and soothing by reducing the activity level and encouraging students who are easily frustrated to take breaks and calm down. Overall, a student with special needs who is just �thrown into� a general education classroom will not be successful. But after careful planning and structuring the environment, teachers can help ensure their success.
Williams, R. (1999). The behavioral perspective in contemporary education. The Teacher Educator, 35(2), 44-60. |
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