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I have seen many students works towards rewards as it motivates them to perform or behave better. The promise or possibility of rewards causes an increase in behavior. I've learnt that operant conditioning can also be used to decrease a behavior by the removal of a desirable outcome or the application of a negative outcome. For example, a student may be told that they will lose recess privileges or need to stay back after school if they talk without raising their hand in class or interrupt the teacher during his/her lesson. This potential for punishment may lead to a decrease in disruptive behaviors.
Operant conditioning is something we may immediately recognize in our own life, whether it is in our approach to teaching good behavior to our students  or even our own child. Remember that any type of learning takes time. We need to Consider the type of reinforcement or punishment that may work best for our unique situation and assess which type of reinforcement schedule might lead to the best results.

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Watching Mr Grimes video somehow reminded me of myself when I was that teacher where the girls saw from far and scurried into the class and then dead silence when I stood at the door before I walked in. But as time goes by, my students knew as strict and firm as I was, I knew how to have fun when it was time for fun. The need to have balance and giving students that empowerment to make decisions in class along with me is part of Glasser's theory of having a sense of belonging. Even the quieter students were given a chance to contribute and be part of the decision makings, participate and in any class activity. Setting the tone right at the beginning of the year is important as I have learnt from a colleague who I felt was one of the best teachers I knew who could manage a class so well where others failed to do so.
What I learnt today was that having power over your students is NOT THE BEST WAY TO GO. When you treat them as equals even though you are the teacher, you will find that they will want to earn that respect from you and cooperate with you and even go all out to please you if they can. :)

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After learning the 5 different theories from today's lesson, I realize that I do apply bits and pieces of the different theories in my teaching. Linking back to the previous session on motivation, all 5 theories  eventually lead to the increase of student motivation in the classroom, and they also meet the physical, emotional and cognitive needs of the students that we are teaching.

I really like Ginott's theory as it really is a reminder to me that I, as the teacher of the class, am indeed the most influential element in the classroom. Whatever I say or do will affect how my students act or say in class. So in order to allow my students to feel safe and motivated to learn, I really need to ensure that I am creating this safe space for them and to let them know that I am acknowledging their presence in class. This allows me to build a good teacher-student rapport. Motivation to learn will naturally follow up once both parties understand each other better.

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Oh my! I was a Ms Grimes 10 years ago! Students feared me and would scatter when they see me walk out of the staff room !
But that is a story for another time :)

Over the times, educators have somewhat changed their strategies when handling students. I particularly like and have used during class then ; the I-message. It gives the students a sense of belonging, responsibility and in the long run, intrinsic motivation because of the pride that they have for their class & themselves as individuals. Our goals as educators is to have the students be successful individuals, in their own ways as well-rounded human beings. So Scaffolding their behaviours positively will help them achieve that, while you are still in their lives.

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Familiarising Ginott’s theory resonates well with me when I used to be a T&L. Back then, I remembered how teachers made their first appearance and introduction on their Sec 1 student. On the first day of school, teachers had to carry out demanding task especially on following up administrative works and the need to communicate explicitly for all students to understand. So, teachers may tend to display either a mixed of authoritative or authoritarian style on the students in order to get the task done. But this style of behaviour changes after they got to know the students better. In contrast, teachers are more adaptive, able to handle situation well and most probably because teachers are the decisive element in the classroom. Although of course there are student who will make the teachers angry. But student being student, teacher will still need to accept this fact no matter what happen and not holdback on any grudges. Using Cooperative learning helps to breakdown overwhelming information on theorists. I find that it is an effective way for us to learn and process information quickly with the help of my team members. Thank you TG2.

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Having gone through today's lesson, i feel that all teachers might have used one or a combination of theories or strategies of the 5 theroists in some way or another in their lessons, whether they realise it or not. Different teachers may have different approaches in different classes, but ultimately, it really depends on the ability of the teachers to manage and bring out the best in their students. Of all the theorists, the one that struck me as the most useful would be Gordon. The way his strategies of owning a problem and understanding a class through empathy and rapport sums up what most educators strive for in their class which are the values of responsibility, independence, creativity and problem-solving. This is also aligns with MOE's 21cc and student outcomes. That being said, every strategy and theory will surely have their disadvantage and critiques, and it is up to us to practise and learn to work around these challenges.

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Mr Grimes's classroom management video made it seem normal to punish students for bad behaviour. As we move to a new era, we learned that punishments only make students more aggressive and there's a likelihood that they will retaliate. Hence, following Skinner's theory of positive reinforcements, such as praises or even physical rewards in efforts to strengthened the positive behaviours. We can use negative punishment and positive reinforcement together (Eg, Ignore table tapping sounds from student A, praise student B for completing task quietly. Student A will likely stop the tapping sounds and complete his work quietly).
They are some similarities between some of the theories and some are useful to be applied hand in hand. It is definitely insightful to have your groupmates be experts in the different theories and present to one another via zoom.

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My AHA moment comes from the 5 psychological needs from Glasser's theory.

My elder daughter used to give me a good night's hug before she slept when she was younger.However, as she grew older, she started becoming reluctant to hug me when she turned around 10 years old. She told me that she needed her space although her actions were still filled with concern for me. I was confused by her behaviour and felt slightly puzzled on this matter(but it does not change my love towards her). Once I read the Glasser's theory , I then came to the realisation that she may have a high need for freedom now.She still loves me but for now, she just needs her own space and freedom. With this experience, a stroke of “Aha!” hit me.

Learning all these motivational theories not only helping my students , but also, I am helping myself too !

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After watching the first part of Mr Grimes lesson, I realised that I had managed some of my classes in the same way. Looking back, students were fearful of me and I am always giving negative remarks to them which caused them to be afraid of me.

Today’s sharing taught me a lot. My positive AHA moment was during Ginott’s theory. As teachers, we are the most influential element in the classroom. Our mood determines the day we will have and that we possess a tremendous power to make a child’s life miserable and joyous. We should always be an instrument of inspiration to them. I can use my role to effectively manage students’ behaviour in class and allow them to have a positive attitude towards learning.

I enjoyed today’s mode of lesson! I got to discuss with other classmates from other groups and share about what I learnt with my group.

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There are various strategies to make classrooms a conducive and positive learning environment and it is not possible to just pick the right one out and apply them without knowing it’s rational and repercussions, in our day to day teaching. Some theories do have their limitations and at times may not be applicable to certain situations and contexts. It is important to study and have a clearer idea of each theory and that it is possible to apply multiple theories (after filtering through the applicable ones from those that’s not exactly relevant) to cultivate them into classrooms and understanding that some may take a longer time while some has faster impact. Some of these theories are probably already applied in our teaching and we are guilty of the You-Messages (even during our schooling days, Teachers back then uses You-Messages and growing up, we think it is actually acceptable) and moving forward, we can look into I-Messages instead, more into our practice.

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The I message is being presented in both Gordon & Ginott theories and group member of each expert group has highlighted the practical usage of it.  However, it is can be difficult switch gear as habit “die hard”.  Use  “WISH” to remind ourselves

W : when

I  : I find/feel

S  : So I’d like

H : how

Expert teaching is good, however it take time for us to prepare both before and during the tuition itself.  It will be nicely if it place at the begin of the course rather after recess as we have a lot of assignment to catch up.

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Today I learnt different classroom management theories and methods. Each theory works differently in the classroom for different students based on their age group and needs. Glasser's theory in particular encouraged students to take responsibility for their own choices and there is no extrinsic rewards to motivate them. However, it emphasized on the 5 psychological needs which I think is very important for all student across all the age group. With this in mind, it helps to create a welcoming learning environment.

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Looking back, teachers have been practising these theories in classroom. I learnt from Ginott and Gordon's theories the emphasis on using "I" message to address students behaviour or situation itself. The impact on using "I" message to students will help them to realise on how the teacher is feeling. The students will then be more aware of their behaviour. I noticed teachers will use this "I" message when they wanted to express their feeling without scolding the students directly.

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GINOTT highlighted the critical role of communication in discipline and is known for setting the personal, caring tone that prevails in today’s systems of discipline. Teachers must not prejudge students or hold grudges,  learning is always a personal matter to the student. Congruent Communication - addresses situations, not students’ character or personality. (do not preach, moralize, impose guilt, or demand promises)
Treat students as social equals capable of making good decisions. Like how Dr. Elizabeth modelled,
effective teachers invite cooperation from their students, describing the situation and indicating what needs to be done, do not dictate to students or boss them around which are acts that provoke resistance. Teachers should use appreciative praise when responding to effort or improvement,  this is praise in which the teacher shows appreciation for what the student has done, without directly evaluating the student’s character or talent.
Through today's cooperative learning, I felt the responsibility to work together with other members to be an expert with a theorist assigned to me, after which I felt motivated to share the knowledge to my own group members to apply in our classroom management.

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My AHA moment for today was from Glasser's Choice Theory and Thomas Gordon Discipline as Self-Control. As an educator working alongside students with special and/or additional needs, I have learnt to view students' behaviours more objectively rather than subjectively. In short, every individual has his/her needs to be satisfied and there is a distinct relationship between human needs and one's behaviours. For example, a student who always falls asleep in class could mean that his/her psychological needs for survival (food) is not met. Instead of berating or punishing the student, I would speak to the student or his/her parents and satisfy his/her needs to the best of my ability. Similarly, I have learnt that the use of I-messages is a powerful tool and an effective means in classroom management. While it is important to listen to the students' feelings, it is also imperative to share with them how we are feeling. The use of "I-messages" is one that educators can adopt without hurting the students' self-esteem.

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My Aha moment was actually watching the Mr Grimes Video and relating it back to Gordon's theory.

Reflecting back to my school days, i feel there were a lot of Mr Grimes  and they tend to make us as students feel like we couldn't do it or like the failures were all on us students. So when we learnt about Gordon's theory, i was like hey, couldn't they have use this approach instead. The idea of using "I" messages really helps in allowing the students to own the problem and build that discipline within themselves. Students will learn to understand where they went wrong, and actively come up with solutions to fix the problem. This helps build self-efficacy and the belief that as a student, i can do this.

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My aha moment was to learn about William Glasser’s choice theory. It is eye opening to realise that the only person whose behaviour we can control is our own. So to say, that we cannot control our student’s behaviour and it is their choice on what they wish to exhibit. We as teachers can only ensure that their 5 basic psychological needs of survival, belonging, power, freedom and fun are met. Having met the 5 psychological needs, it is then the child’s turn have a choice on the kind of behaviour he/she wants to exhibit. I had a student who’s family was suffering from financial instability. He exhibit self-hurting behaviour in class when he makes a mistake and is corrected by the teacher. When we spoke to his parents on his behaviour, we found out that his family was facing some financial problems. The school then stepped in to help his family and placed the child on financial assistance. The child’s behaviour showed a significant decrease of self-hurt. This is probably due to the fact that his survival need in his family is met and he had a more positive family environment.

Today’s expert sharing session was very insightful. We got to learn about other theorists and how we can apply to our classroom setting. It was a good idea to split the work up and each of us concentrate on one theorist and by teaching the others on what we have learnt, we recall and deepen our knowledge on what we have learnt.

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I learnt that some of the theorist share similarities and are added upon on other theorists’s theory. The importance of classroom management is unmeasurable in my opinion. It can set the tone of student’s behavior in class. The difference between reinforcement and punishment  with regards to Skinner’s theory was also an aha moment for me as if I wish to seek an increase in positive behaviour, reinforcement should be used instead of punishment.

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I have learnt the different functional theorists and their work and  being the 'expert' in Wattenberg theory , my key takeaway is that reality appraisal is important because sometimes our students need another party to help them see the consequences of their actions or misbehavior and how it will affect others.  Therefore , we are teaching them self regulation by getting them to go through the thinking process. Also, from my group member (Group 6) sharing on Ginott's theory, I have realized that in the past, I used a lot of "You messages" in my class instead of "I messages" and this will cause my students to be demoralized and subsequently in the long run, they will not be motivated to learn, hence as an educator, this is something I have to take note of.

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I realized that we have been using a combination of techniques from different theories.
The sharing of different theories and the video make me realize and process through the strategies I can implement and what I should not do for a holistic approach in classroom setting.
'I' messages, self- control and reality appraisal are strategies that I would want to practice more.

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While it was interesting to note the similarities amongst the different theories, I also see how in some ways they also contradict. My takeaway is from Dr Liz when she explains how each theory or theorist presents from an angle taking into account its own unique factors, so naturally other contributing factors that may oppose also exist. For me, knowing many theories gives me the benefit of options when confronted with a scenario, and having the opportunity to learn what works best in that given situation. As for the mode of learning today, I realised that to be an expert in a topic, I have to understand and make meaning of it first before I can communicate clearly to the others. The good thing is after I have verbally explained or taught the concepts to others, I inevitably grow a bit more as an 'expert'.

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My AHA moment for today was from Glasser’s Choice Theory, that in providing rewards and consequences for students in showing appropriate behaviour, we actually changing their behaviour to either meet or avoid the consequence involved. As a result, we are not encouraging students to display the appropriate behaviours because they want to and they understand the reasons behind it. Learning about this made me rethink and reflect upon the use of such reinforcements in promoting appropriate behaviour... especially so for students who exhibit difficult behaviours, the first management strategy that comes to mind is a reward-consequence chart. More thought process and supprts has to be put in place for students to choose their own behaviours based on their personal understanding of right and wrong.

I thought that the way today’s session was being conducted is very interesting. Not only do we get to learn from our group mates, there was also the opportunity to work with peers from other groups ☺️

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Being the expert for Gordon's theory has made me have a deeper understanding about the importance of 'I' messages and I have experience the power of 'I' messages and its effects on students. It can help the students become aware of the problem behaviour without scolding or blaming the students. The students will take ownership of their own behaviour.

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We learnt about the different functional theorists and by watching a video on Mr Grimes, it helped to have a better understanding on how we can apply the theory into classroom settings.

I see the impact and power of using I-messages when speaking to students as it will help them to see the behaviour problem better, and teacher and student can work together to come up with a solution.

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Today we learnt about foundational theories. We watched a video on Mr Grimes and analyse his teaching and management. Following that, I was also assigned to Redl And Wattenberg theory which makes me reflects on what I did in class to relate to this theory approach. One of which is when dealing with student with special needs, our approach to correct their misbehaviour is different because one of the thing we want to avoid is meltdown and some of them will not be aware that what they did was wrong. Setting the routine for them is important. I remembered making use of social story and visual cue cards to serve as reminders for this student make sure he knows what is expected for him to reduce his off-task behaviour. My mentor worked closely with YH and subject teacher before implementing the behaviour intervention plan to help this student.

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theres a lot of theories that helps us to managing behaviours in classroom. what happens in Mr Grimes class is what we actually see in our classrooms now. we are guilty of making students to stay back after school or during recess but we didnt state why do we need them to stay back. Skinner believed that there should be more reinforcement in placed then punishment. i have also learnt from Ginott and Gordon theory whereby they emphasise the I Message to address the students behaviour. All in all, the different strategies shared from the different theorist can help educators to manage the child's behaviour accordingly.
mode of presentation for today is great, we got to share from our own home comfort :)

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For today’s lesson, my takeaway is when we understand the how and why people behave in a particular way, we can guide our students to develop personal responsibility for their behaviour and ultimately see that these decisions they make will affect personal outcomes.

With that being said, it is also important for us to bear in mind the limitations the theories presented may bring to the classroom. What stood out for me were cultural reasons, for example looking at students in the eye and safety issues in Redl & Wattenberg’s theory. Therefore, while we want to develop personal responsibility among students, and at the same time of being sensitive towards other cultures, it is important to set the clear expectations so that students know it is all about addressing their behaviour and not about bringing down their culture whatsoever. Without addressing such expectations, students may take it the wrong way and other implications may ensue.

All in all, even though we are task to be an expert on one theory, the collaborative learning and sharing thereafter seemed to be beneficial for today’s lesson. I would imagine if this were to become a lecture style, I don’t think I would be able to take it most of the information about the theories and it will be wasted not to have any takeaway at the end of the day.

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based on Ginott theory, teacher is the most influential element in the classroom. it is important that the teacher do not bring their  negative emotions to the classroom as it will affect the students. this will set a stage. Teacher need to use sane messages and handle their own anger appropriately and use I messages, do not bring the old bad incident again but start fresh with the students.

t times I am guilty of it. This helps me to realise my mistakes and hope not to do it.

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My Aha moment after today's tutorial is realising that some of the teaching strategies that we practice in our classroom are actually conceptualised by many theorists back in the early centuries, and we are unaware of them. For instance, when I first joined the SPED sector, I always observe Teachers respond to inappropriate behaviours such as hitting, pushing or snatching with comments like, "I don't like this" or "I am very angry to see you behaving like this". Relating it to what I have learnt in today's tutorial, it seems that Gordon and Ginott's Theory tap on the fact that "I" messages have more positive effects on a student's personality, self-confidence and self-esteem as compared to "You" messages. After learning about the principles founded by different Foundational Theorists, I feel that it is possible to make use of a combination of principles in our practice so as to move towards a more holistic approach in classroom management.

Today's sharing session via zoom was insightful for me as I got to hear the different opinions about the different principles. This approach in assigning us the role of a specific theorist somehow gives me a sense of responsibility and motivation to want to explain the theory to another person with more passion and enthusiasm. (: