NAME: RONNA MAE T.

SAYMAN BEED-4

Module 1: Learners Behaviors

Lesson 2: Behavioral Support Management
Learning Outcomes: Behavior Management Intervention Strategies: Case Study
Introduction:

Hello Students!

This will be your final lesson in Module 1. In this task, you will observe the consequence
patterns of the learner's behavior. In what behaviour will the student elicit positive and negative
support from the teacher, and how will the teacher do that? Is it successful or not? In the end, you
will be ask to make a behavioural plan and intervention strategy to a case you have just observed,
applying the Behavioural Learning theories.

Happy Learning!

Learning Objectives:
I will examine how positive and negative support can be properly applied in the teaching-
learning process.

ACTIVITY

Observation Guide
1. Choose/Identify a teacher, preferably in high school, who’s holding classes for his/her
students. Join and observe in one of his/her classes.
2. Observe a teacher-student interactions. Spend some time observing such interactions.
Focus your attention on the scenario and response consequence patterns you observe.
Describe what you observe. Use the activity sheet presented.
 Teacher-Student Interaction
Who are involved? Scenario
Discussion
While observing the Grade 5 class during the
discussion, I have seen that a teacher is discussing in
front but some of the students are not listening. Some
are drawing on their notebook, others are talking with
A.
Teacher - Student their seatmates, while few are listening. It may be due to
the traditional way of teaching that uses books, print
papers and writings on board that students are used to it
and it doesn’t catch their attention anymore and are not
engaging for them.
Question and Answer
During my observation in Grade 5 class, I have seen
that pupils are raising their hands to answer the question
B. being asked. But most of the time, they all answer in
Teacher - Student
chorus. On the other hand, when I observe the Grade 6
class, students are very organize and raise their right
hand whenever they want to answer.
Classroom Rules
One of the aspects I am amaze with in the Grade 6 class.
They are very organize students. At their young age,
they already know what is responsibility and lived with
it. When their teacher is not around, the president use
Teacher - Student her authority to mandate her classmates to do the
C.
cleaning. During class hour, the teacher will only asks
them “who will lead today” and then one student will
come in front to lead and then everything goes
smoothly. And when their teacher is out for a moment,
each one of them will remind one another not to make a
noise and do the tasks silently.
Answering the Activity
My first week of observation in Central II, I was
assigned to observe the Grade 5 class and unexpectedly
it is their summative test day. I have observe that some
Teacher - Student
D. of the students doesn’t know how to answer the
summative test. Some of them doesn’t even know how
to understand the instruction. They still have to bother
asking the teacher before they could proceed to
answering.
Motivation
This is the most interesting part during my observation.
The teacher will play a music video specifically a
zumba dance and students will dance what’s in the
Teacher - Student
E. video. Students are very active to participate with the
motivational dance. What’s more advantage in the 21st
century is the integration of technology. Wherein, music
video is being played on a TV screen where it is visible
to every student.
 ANALYSIS

Stimulus Sample Students Response

(elicit or not)
a. 
Is Something introduced
there a stimulus into the toThe
being presented thestudents
studentswere This would
that elicits a response give students
alongside an
a stimulus
environment that the students introduced to the proper awareness of what is the
can respond to segregation of waste. proper segregation of
Ex. waste. Students then
 Biodegradable become mindful whenever
materials may they see a garbage bin, they
include: paper, would consider as to what
leaves, food label of garbage bin they
wastes, and etc. would throw the garbage
 Non-biodegradable they are holding in their
materials may hand (elicit).
include: plastic,
cellophane, and
many more
 Recyclable
materials may
include: Plastic,
cans, bags, bottles,
and etc.
 Variety of Media: recordings, The teacher turn on the The students then
videos, photos, text, etc. TV to present the videos immediately sit properly
(multiple ways to introduce regarding the topic and look attentively to the
new material) “Pluralizing Irregular TV screen and waiting for
Nouns”. what will come out on the
TV screen (elicit).
 Variety of Strategies: Audio, The teacher with his high Students are oftentimes
Visual, Kinesthetic, etc. authority commanded the stubborn when they are told
(Multiple ways to teach a students to form their line to form their line straight.
desired behavior) straight. When the But when they are scolded
student’s line is not already, they tend to follow
straight, the teacher what they are asked to do
scolded and corrected the so. When they are corrected
students of the proper way they tend to realize that
to form the straight line. they are doing something in
a wrong way (elicit).
that does not? What kinds of stimuli for teacher-student interaction did you observe?
Yes. There is stimulus presented to students that elicits a response however, there is also
stimulus that does not elicits a response. As I’ve observe, the teacher is discussing (stimuli)
 but the students are not listening (response). So the teacher gives them the
punishment(stimuli) by raising both their hands on the air. They will not put their hands
down until they keep their mouth silent. That’s the moment when they realize that they’ve
been too loud already.

b. Is there a reinforcement or punishment being introduced following a desired or undesired

behavior?
Yes, there is reinforcement when the students showed desirable behavior. There is also
punishment that follows after the students showed their undesirable behavior.

c. What kinds of behaviors on the part of the student elicit reinforcement and punishment
consequence from the teacher?
When the students are able to answer the given tasks and got the highest score, they get the
reward in return through giving them plus points on their written work. On the other hand,
when they are too loud and does not listen to the instruction and keeps on roaming around
while the discussion is going on, they are punished as a consequence of their stubbornness.

d. What are the examples of reinforcement and punishment the teacher used?
The examples of reinforcement that the teacher utilizes inside the classroom are teacher
praise or appreciation on the work of students, additional points on their academic record,
teacher attention, extending deadlines, and extra recess time. On the other hand, the
examples of punishments that the teacher uses are making the students put their hands up on
the air until they behave well, loss of recess time, repetition of anything that they do and
making the students stand up for the whole duration of class.

e. What kinds of reinforcement and punishment seem to be the most successful?

Based on my observation, for me the reinforcement that is considered to be successful is the
giving of additional points on their academic records. Students are more motivated to do
better when they are praise, appreciated, and rewarded. On the other hand, the most
successful punishment I have ever seen is making the students raise both their hands up for
a couple of minutes until they behave well. Because the next time around, when they are
reminded that they will be punish again if they do not listen to the teacher, they will behave
immediately.
 Examples of Reinforcement or
Successful/
Students Behavior Punishment
Not successful
(positive or negative)
When students are too noisy
already, the teacher scolded
Making noises, them all but if they still don’t
moving around, listen, the teacher punishes Successful
bothering classmates them by raising both their
hands on the air until they keep
quiet.
There is this one special kid
who always seek for the
attention of the teacher. That’s
why when he started to
misbehaves inside the
classroom, the teacher talks to
Seeking for attention Successful
him in a very pleasing manner
for him to behave. Thus, the
teacher has difficulty dealing
with him in the first place but
later on, the teacher gets to
handle him.
Regardless whether the answer
is right or wrong, the teacher
appreciated the students answer
Answering questions
and recognizes their
in a very excited Successful
participation as it will help
manner.
boost their confidence in
participation as they feel they
are recognized and appreciated.

Reflection:
1. Does the teacher provide timely feedback when a student performs appropriate/ inappropriate
behaviors?
 Yes. When the students did well in the class activities, able to clean the room without
waiting for the command of the teacher, and behaves in the class, they are recognized and
appreciated by the good things they have done. But when they misbehaves, they are also
warned that what they are doing is wrong and that they should behave themselves
accordingly or else they will be punish.

2. Is the teacher consistent with the reinforcement and punishment they are presenting?
 With regards to the reinforcement, it doesn’t come the same all the time. It depends on the
situation if the reinforcement is suitable with the stimuli. While in punishment, the teacher is
consistent in presenting it as the teacher finds it effective for students to behave.

3. Do the reinforcement/punishment coincide with the behavior the teacher is trying to

encourage/discourage?
 Yes, the reinforcement coincides with the behavior the teacher is trying to encourage and
the punishment also coincides with the behavior the teacher is trying to discourage.

4. What kinds of things you learned through the process of classical and operant conditioning?
 I have learned only the basic difference of classical and operant conditioning. Wherein,
classical conditioning is an involuntary behavior of an individual with a stimulus or a cause.
Classical conditioning is passive in nature wherein, an individual has no choice whether to
involve themselves or not in a new behavior as it occurs in a natural response. While
operant conditioning is a voluntary behavior. From the term itself operant could be
understood that something is operated or controlled. Learners are actively engage and it
depends on their choice whether to perform the target behavior or not.

5. Can you think of an example in your life of how classical conditioning has produced a
positive emotional response, such as happiness or excitement? How about a negative
emotional response, such as fear, anxiety or anger?
 Talking about real-life situation, classical conditioning has produced a positive emotional
response to me when someone gives me a gift I never expect and it is one of the things I
desired. That gives me so much happiness and satisfaction. And whenever, that person gives
me a gift again, I will always be satisfied because I know that he/she knows what I like. On
the other hand, when somebody promise me of something like giving me an allowance at
the end of the month, but it never happened, this is where negative emotional response
comes in . I would feel anger and betrayed. The next time that person promise me, I will no
longer believe his/her words and will always be doubtful of anything he/she is going to say.
ABSTRACTION
Linking Theory to Practice
Here’s a quick review quiz to see how much you have learned about Behavioral theory. The
questions are designed to get you thinking about how the theory applies to your classroom. Encircle
the letter of the correct answer.
1. In ____________ the stimulus or experience occurs before the behavior and then gets paired
with the behavior.
a. Classical conditioning c. Observational learning
b. Associative learning d. Operant conditioning
2. On a rainy day, Summer went outside the class to go to the bathroom. She hastily used the
ramp instead of the stairs, that's when she slipped and had an accident. The next time she pass
by that area, she avoids the ramp because the very thought of it makes her feel scared.
a. Operant conditioning
b. Classical conditioning
3. Teacher Mari is fond of giving chocolates to her students every time they well participated in
her class. Ivo on the other hand is a sweet tooth child. He taught of this idea that when he do
well in class, he'll get more chocolates from teacher Mari.
a. Operant conditioning
b. Classical conditioning
4. Sir Cairo always wear his funny hat during activity day in his Math class to attract student's
attention. So whenever he enters the class with his "funny hat" on, the students already know
this will be an activity day for them.
a. Operant conditioning
b. Classical conditioning
5. Last week, when the teacher was out for a while, Miguel decided to play around with his
friends even though his teacher asked them to stay quiet on their seat. When the teacher came
back, she saw Miguel and his friends running around the room. She then disciplined them.
The next day, when the teacher went away to get some things, Miguel thinks about playing
again, but decided that it is not a great idea.
a. Operant conditioning
b. Classical conditioning
6. It is when you take away a pleasant stimulus to stop a behavior
a. Negative punishment c. Negative reinforcement
b. Positive reinforcement d. Positive punishment
7. While the class is going on, Ethan tells a joke and everybody laughs. Now he is at another
class and is thinking about telling another joke he heard. Everybody laughing at his joke at
the first class is a …
a. Negative punishment c. Negative reinforcement
b. Positive reinforcement d. Positive punishment
8. Fiona comes to class unprepared without any paper and pen. She missed the quiz and never
got the chance to take one. A day after, she went to school with her school materials
complete. The missed quiz is a…
a. Negative punishment b. Positive reinforcement
 c. Negative reinforcement d. Positive punishment
9. Axl keeps interrupting the teacher during spelling instruction. The teacher says he has to
write each spelling word ten times for extra homework. The next day, Axl is thinking about
interrupting the teacher again. The extra homework is a…
a. Negative punishment c. Negative reinforcement
b. Positive reinforcement d. Positive punishment
10. Mike makes rude noises in class to make everyone laugh, and when his teacher says he
sounds like a hog, he oinks loudly. His classmates laugh loudly and tell him he is “the
funniest dude around.” The consequences of Jimmy’s rude noise behavior:

a. positive reinforcement c. positive punishment

b. negative reinforcement d. negative punishment
11. Mavi has intense anxiety when he has to speak in front of the class and begins to feel light
headed and nauseous. Whenever it is time for Mavi to give an oral report in class, he goes to
the nurse’s office where she allows him to lie down for the remainder of the period. This is
an example of
a. positive reinforcement c. positive punishment
b. negative reinforcement d. negative punishment
12. Basha wears bell-bottom pants to school, and her classmates tease her about them. As soon
as she gets home, Basha throws the pants in the trash. Basha’s being teased is an example of

a. positive reinforcement c. positive punishment

b. negative reinforcement d. negative punishment

13. Abee enjoys being on the debating team, but she is suspended from the team for a month
when she inadvertently utters an obscene word during a debate. When Abee returns to the
team she does not use obscene language for the rest of the year. Abee’s removal from the
team is an example of

a. positive reinforcement c. positive punishment

b. negative reinforcement d. negative punishment
APPLICATION
A. Think of a behavior you have witnessed in a classroom setting
 First, use template below to write out the behavior chain.
 Second, share with a partner what you have written and see if they can agree with your
conclusion regarding the student’s behavior.
 Finally, answer these questions:
 Is this a behavior you want to reinforce? If yes, how would you do that?
- Yes. It is very necessary that this kind of kid should always have the
consideration. Because according to his teacher, when he is scolded, the
more he gets wild. That’s why his teacher always uses the positive
reinforcement such as talking to him in a nice way for him to behave. He
would also stop doing what he is doing when his teacher scare him that the
teacher will report him to his father.

 Is this a behavior that you want to reduce? If yes, how would you do that?
- Yes. But making it possible to happen is not easy. I should find more
reinforcement or get to know him better as to what are the things that would
make him behave accordingly. So that, I wont have the hard time handling
him whenever his misbehavior occurs.

Create your own steps in doing so.

Steps in behavior plan and intervention strategies:
1. Present or model a scenario wherein misbehaviors occurs just like his
misbehaviors.
2. Let him see and analyze the possible consequences of his action. It would make
him realize the extent of his action and how he might hurt the people around him.
3. Point out a positive role model.
4. Reward or appreciate progress not just accomplishments in order for him to do
better.
Behavior Management Activity
What specific activity or
What specifically did the What happened after or as a
event happened before the
student do or say? result of the behavior?
behavior?
This student is considered to be When this kid starts to
a special kid. The teacher told misbehaves like moving around,
Class Discussion me that this kid misbehaves a lot hitting his classmates using his
in the classroom and tends to handkerchief, everyone will be
bother his classmates. I have bothered even the teacher. The
 teacher will be distracted while
discussing in front and the other
students will be bothered too
seen it with my own eyes how
especially when they are one of
he behaves. He would even keep
those students who are hit by a
saying this phrase “black jack”
handkerchief. Luckily this other
or “white jack”. It is very rare to
students knows already about the
have a special kid within a
condition of this special kid
school with a normal students.
that’s they always deepen their
understanding towards his
behavior.

A. Think of a behavior that you have that you would like to change. How could you use
behavior modification, specifically positive reinforcement, to change your behavior? What is
your positive reinforce?

Intrapersonal. I usually lose confidence when it comes to public appearance. I am afraid of

attention. I communicate rarely. If there is something I wanted to speak out at an exact
moment, I couldn’t utter even a single word. I am afraid of judgement. My positive reinforce
are my friends who always encourage me to speak up. Then thinking of the idea, I realize that
I should fight this fear of public in me as I am taking the profession that requires the
confidence in me. I motivate myself too that I should trust myself in order for others to trust
me. I should be brave enough to speak out whatever are on my head because we don’t know
when will be the last time we are able to talk or communicate. Things are temporary.

Congratulations!
You have successfully completed Module 1.
You finished all the task given and incorporated
your understanding on the different theories discussed.
You are now ready to take on Module 2. Good luck!

MODULE ASSESSMENT (After the students have read and studied all the lessons in the module,
it is at the institutional level to decide whether to administer assessment in any forms. This part
allows flexibility within the institution.).
MODULE SUMMARY
I hope that you see the importance of paying attention to the learner's behavior having an
influence to the learners learning process and its various dimension in your work as a future
teacher. Understanding your students as learners – with their diverse behaviors, unique goals,
motivations, beliefs and learning practices will help you become a better future teacher.
 “The foundation of good teaching is attention to student learning.”
- Dr. Marilla Svinicki

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Lou Juanchon, PhD Theories of Learning. Retrieved on Jul 20, 2020 from
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45c3-9cbc-2cefd46e68cc@5.48 Retrieved on July 26, 2020 from
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conditioning/

Jessica Traylor for Lumen Learning. Classical conditioning Interactive. Lumen

Learning. License: CC BY: Attribution Retrieved on July 26, 2020 from
[Link] chapter/classical-conditioning/

Jessica Traylor for Lumen Learning. Operant conditioning interactive. Lumen

Learning. License: CC BY: Attribution. Retrieved on July 26, 2020 from
[Link]

Sarah Mae Sincero (May 10, 2011). Operant Conditioning. Retrieved Jul 25,
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