# data[].attributes.body
Vivyca Barnaby

# data[].attributes.body
1. Providing rewards like star charts or gifts for instructions/ routines followed.- B. F. Skinner

B.F Skinner uses operant conditioning to show us how our behaviors can be influenced by reinforcements or punishments. Therefore when we look at providing students with rewards for good behavior and instructions followed we are able to see that it links to Skinner's idea of providing positive reinforcements for good behavior so that students will repeat this behavior to continuously receive a reward.

2. Modeling good behaviors.- Albert Bandura

The social learning theory by Albert Bandura is the idea that students can learn by “Observational Learning” which is when students continuously see the actions of others, they will eventually be able to process it and begin to behave in the same way. Therefore we can see how this theory links to the strategy that if teachers continuously model good behaviors in the classroom (as well as trying to show the results of good behaviors) can eventually lead to students imitating this behavior.

3. Continuous praising good behaviors and less attention on bad behaviors. - Albert Bandura, B.F Skinner & Self regulation theory

The strategy of providing rewards for good behaviors and allowing students observe this action in the expectation that they will imitate it and continuously do it, to also receive these rewards, is closely linked to the ideas of Albert Bandura's Observational Learning and B.F Skinner's operant conditioning.

However I feel it can also be linked to the self regulation theory because we are not forcing our students to follow or behave in any particular way but rather allowing them to control their own behavior and thoughts. Students have to look within themselves and decide what action to take which is developing their self control and will power.

4. Having cues that indicate instructions or routines- Ivan Pavlov

Classical conditioning developed by Ivan Pavlov was the idea that a neutral stimulus can become conditioned to provide a conditioned response which is basically students learning to behave in a certain way after continuously being shown how to.

For example: if we teach students when we say 1,2,3 they need to put hands on lips and be quiet, eventually we will no longer have to explain or teach this instruction and whenever we say 1,2,3 during the class, the students will respond by being quiet. Therefore we can see how this strategy links to the same idea of classical conditioning to create a good conditioned response.

References:

https://study.com/academy/lesson/albert-bandura-social-cognitive-theory-and-vicarious-learning.html

https://study.com/academy/lesson/classical-conditioning-vs-operant-conditioning-differences-and-examples.html

https://study.com/academy/lesson/self-regulation-theory-definition-strategies.html

# data[].attributes.headline
Solutions based on Classical Conditioning by Ivan Pavlov

# data[].attributes.subject
Solutions based on Classical Conditioning by Ivan Pavlov

# data[].attributes.body
Classical Conditioning - "classical conditioning is a type of unconscious or automatic learning. This learning process creates a conditioned response through associations between an unconditioned stimulus and a neutral stimulus" (Wolpe, Plaud 1997).
Here are a few ways teachers can eliminate excessive talking in the classroom using Classical Conditioning.
1. Attention getters - Teachers can use a call-back chant such as "Students, students/Yes, Teacher". Or stop talking and stand in front of the class. A teacher can also use playing a song or ringing a bell to signify to students they need to be quiet. Additionally, a teacher can stand beside the specific student that is talking, which would signify to him/her that they are speaking too loudly or too much.
2. Transition notifications- If during an activity some students start talking excessively because they have finished the task. Teachers can use a bell, tambourine, and clapping of hands to signify to students that they must start a new activity and be quiet.
3. Cueing - Teachers can gently tap a desk or the board to signify to students they must stop talking.
4. Signal - A teacher can have different hand help signs in the classroom. He or She could teach the students what each means. Whenever the teacher holds up a certain sign, it will signify to students they must stop whatever they are doing. For example; The red sign means stop talking or the blue means stop writing.

References
https://positivepsychology.com/classical-conditioning-classroom-examples/

https://www.cultofpedagogy.com/student-talking/

Wolpe J, Plaud JJ. Pavlov's contributions to behavior therapy. The obvious and not so obvious. Am Psychol. 1997;52(9):966-72.

# data[].attributes.body
Students excessively talk due to various reasons. They might find a task too easy or in the case of an ESL classroom they don't understand the meaning of "Not talking/Be quiet/ Listen".

# data[].attributes.headline
Solutions based on B.F. Skinner Operant Conditioning

# data[].attributes.subject
Solutions based on B.F. Skinner Operant Conditioning

# data[].attributes.body
Operant Conditioning has four categories :
* Positive reinforcement - a positive stimulus given in hopes of increasing a desirable behavior.
*Negative reinforcement - removal of unfavorable stimulus after the display of desirable behavior.
*Positive punishment -  "the addition of something which causes a decrease in repeating the behavior that was displayed" (explorable.com).
* Negative punishment - "the removal of something which is favorable, in order to decrease the likelihood of the behavior to reoccur" (explorable.com).
Here are some ways teachers can utilize operant conditioning to eliminate shouting in their classroom :
1. Positive reinforcement: Teachers can utilize positive reinforcement by creating a  reward chart. Then, give students that raised their hands instead of shouting a Star. The student with the most Stars at the end of the week can get a bigger prize. They can also immediately give students that raised their hands prizes or stickers for displaying the desirable behavior (raising their hands).
2. They can also highlight a student that raised his/her hand by writing their name on the board.
3. Negative reinforcement: Teachers can keep track of who raises their hand to answer in class. At the end of the week, those students get less or no homework.
4. Positive punishment: Teachers can also ignore students that shout out the answers but call on he or she when they raise their hands.
5. Negative Punishment: When a student shouts in class, the teacher can utilize negative punishment and remove a Star from beside his/her name on the reward chart.

References
https://www.weareteachers.com/stop-blurting-out

https://classroom.synonym.com/use-operant-conditioning-classroom-7860675.html

https://explorable.com/operant-conditioning

https://courses.lumenlearning.com/waymaker-psychology/chapter/operant-conditioning/

# data[].attributes.body
Students shouting is not a rare occurrence. It usually happens when they want to get their teacher's attention first, eager to share the right answer or a story.

# data[].attributes.body
There can be various solutions to these kinds of problems such as:

1. Providing rewards like star charts or gifts for instructions/ routines followed.

In a class where you set tasks to be done, you can let students know that those students that complete the task as per your instruction will receive a star on the star chart or receive a sticker or whatever prizes you provide. The same with the routines you have set out for your class to follow, you can let students know when they follow these routines they will receive a reward.

2. Modeling good behaviors.

When you set out instructions or norms in the classroom, you can not always dictate to students that they need to follow these instructions or routines, in ECE students learn a lot from observation and imitating so it is important that you model the instructions or routines you want your students to follow. As well as modeling the good behaviors it is also good to show the results of those good behaviors where and if possible because in some cases students may follow better when they are able to actually see the positive outcomes of doing certain things.

3. Continuous praising good behaviors and less attention on bad behaviors.

When students need to learn what behaviors are acceptable or which routines to follow, they can not learn them overnight, and continuous correction or focus on bad behavior is not always the correct method to use, because students can sometimes intentionally behave badly to gain your attention.

So a solution can be to always praise the good behaviors or routines you notice other students doing, for example: “good job for raising your hand” or “very good, you put your book on the shelf”, by doing this it will allow others to see what kind of behaviors are good and will give them your positive attention and praise. This strategy will also further students' self -development because now the action of ‘following instructions or routines’ will not be enforced by you but they will have to independently decide that these are the things that they want to follow.

4. Having cues that indicate instructions or routines.

With younger students it is much harder for them to follow instructions or remember all of the routines you set in class, so it can be helpful to provide cues to aid them to remember what is expected of them, For example; using chants or actions, such as the teacher says 1,2,3 and students put their fingers on lips; and they know it's time to be quiet. Or the teacher claps twice and smacks her knees twice and the students repeat and sit nicely with legs closed.

# data[].attributes.body
Students not following instructions or the set classroom routines and norms.

Sometimes we can have students who don’t want to follow the teachers instructions such as completing assignments or activities given. We can also have students who don't follow the behavioral norms that the teacher sets up for the class such as raise your hand, sit nicely, etc.

# data[].attributes.headline
M18U4A1: Connecting Challenging Behaviors to Early Childhood Development Theories

# data[].attributes.subject
M18U4A1: Connecting Challenging Behaviors to Early Childhood Development Theories