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Subtracting a stimulus, must be pleasant and essential

Removal Punishment

Taking away privileges in hopes to decrease the action/behavior that occured.

Negative punishment decreases/suppresses behavior.
Some may see concequences as punishments, some do not

Some Examples:
Student being purposefully disruptive

Moving their desk to the front/ near the teacher

No use of fun things in the classroom

Turned a poorly done math assignment on purpose

Adding and extra question or two to practice more

Fixing during free time/recess

Student always on the phone

Taking it away

Doing an extra assignment outside of class

Cheating

Divider

Redo during lunch

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Positive Punishment
Involve adding an unpleasant consequence after an undesired behavior is emitted to decrease future response.

Presentation punishment:
Occurs when presenting (adding) a stimulus following the behavior, it has the effect of suppressing or decreasing the behavior.

Punishment:

Is a process that includes a consequence immediately after an undired behavior is shown to hopefully stop or decrease the action.

You don’t want the students to fell necessarily bad for the punishment, you want to correct their behavior and make sure they know it’s bad and they should do it again.

Replace the behavior with something positive like talking to a student when they throw a temper tantrum.

You want to add something to influence the positive behavior that is happening in class.

Positive punishment is an attempt to influence behavior by adding something unpleasant to remove or decrease a bad behavior

A student touches a hot stove (behavior) and feels pain (aversive stimulus)

A student picks his nose during class (behavior) and the teacher reprimands him (aversive stimulus)

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For classroom routines, that means analyzing our routines with this question in mind: Does this help students reach their full potential and reach it most efficiently? Routines are all about saving time, managing expectations, and making behavior choices easy for students.

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A graphical tool for arranging and representing knowledge while showing relationships within a certain topic.

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A Spider Map is organized by placing the central theme or unifying factor in the center of the map. Outwardly radiating sub-themes surround the center of the map.

A second map is called the Hierarch or Chronological Map, which presents information in a descending order of importance. The most important information is placed on the top

A Flow Chart organizes information in a linear format.

Systems Map organizes information in a format which is similar to a flowchart with the addition of 'INPUTS' and 'OUTPUTS'.

Here are other kinds of Concept Maps that teachers use:

Venn Diagram- show how ideas and concepts overlap

Tree diagram- show how ideas branch off of each other

Time lines- organize information in sequence

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1. Model how to identify the major ideas or concepts presented in a selection of text as you read.

2. Organize the ideas into categories. Students should be reminded that their organization may change as you continue to read and add more information.

3. Use lines or arrows on the map to represent how ideas are connected to one another, a particular category, and/or the main concept. Do not put irrelevant information in your map. This causes confusion and is messy.

4. After students have finished the map, encourage them to share and reflect on how they each made the connections between concepts.

5. Encourage students to use the concept map to summarize what was read.

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Concept Maps as a Differentiated Leaning Tool

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Concept Maps as a Differentiated Leaning Tool

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Teachers can use concept maps as a pre-reading strategy by inviting students to share what they already know about a particular concept. During read, students should be filling out their charts with information they think should belong in the chart.

Teachers may wish to have students practice writing skills by asking students to write on their own concept map.

Be sure the pointed part of each arrow is clear. Design the graphics to minimize directional confusion.

When applicable, allow students to draw pictures or use cut out pictures as well as words.

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https://www.mindmeister.com

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How to Mind Map

Start in the center: To make a mind map, start by writing the subject of your map in the center of a blank piece of paper or digital canvas. The subject can be a single keyword, an image, a question, or a problem that you're trying to solve.

Add branches: Branches are lines that extend outwards from the center and symbolize the main categories or key ideas that relate to your subject. Most maps have between four and six branches, but you can add as many as you need.

Write a keyword on each branch: Use keywords and short phrases rather than long sentences. This will keep your map compact and easy to review because you will be able to see your most important ideas at a glance.

Add ideas: Each idea you map may trigger associations in your brain and spark new ideas, which you can then add in the form of child branches. There is no limit as to how many child branches or hierarchical levels you can create.

Add visuals: Enrich your map by adding colors, icons, and images to individual topics. Mind mapping software like MindMeister takes this to the next level by letting you embed videos, add notes and comments, or attach entire files such as PDFs or spreadsheets.

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MindMeister: Online Mind Mapping and Brainstorming

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Start in the center: To make a mind map, start by writing the subject of your map in the center of a blank piece of paper or digital canvas. The subject can be a single keyword, an image, a question, or a problem that you're trying to solve.

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Operant Conditioning - Negative Reinforcement vs Positive Punishment

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Collecting money, chasing absences, copy typing, producing standard letters, producing class lists, record keeping, tracking attendance

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Entering and Leaving classroom
Transitioning
-Teachers need to limit student movement to have to most engagement time, time on task, and academic time.

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Watering classroom plants, storing items, organizing books, wiping down tables/counters

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Procedures and routines in the classroom are describes how activities are accomplished. They are hardly written down but they are there to simply keep the classroom running smoothly and to get things done in the classroom.

Here are some suggestions that teachers can establish routines to cover the following areas in the classroom:

1. Administrative routines, such as taking attendance
2. Student movement, such as entering and leaving or going to the bathroom
3. Housekeeping, such as watering plants or storing personal items
4. Lesson-running routines, such as how to collect assignments or return homework
5. Interactions between teacher and students, such as how to get the teacher's attention when help is needed
6. Talk among students, such as giving help or socializing or collecting assignments and returning homework

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Kyra Sheahan has been a writer for various publications since 2008. Her work has been featured in "The Desert Leaf" and "Kentucky Doc Magazine," covering health and wellness, environmental conservatism and DIY crafts. Sheahan holds an M.B.A. with an emphasis in finance.

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The Advantages of Punishment in the Classroom | Synonym

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Most educators today recognize the importance of punishment in school. Positive punishment techniques are instituted by teachers who wish to manage their classrooms in a way that encourages students to make better behavioral decisions, so that they learn to respect authority and their peers.

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Teacher-Student:
1. Believe in your students
2. Get to know them
3. Say hello and goodbye
4. Laugh with your students, have conversations
5. Provide choice
6. Accept students and their mistakes

Student-Student:
1. Mixing up groups
2. Ice breaking activities (first day)
3. Trust building exercises
4. Think-pair-share exercises