Rewards are popularly believed to create positive consequences and punishments tend to lead to more negative consequences. Describe situations to (a) support and (b) contend / oppose these claims.
Our company gives annual salary increment depending on the performance evaluation of staff. It definitely and generally gives a push to staffs to better their last year’s standing and get the maximum amount for a well performers. A small glitch though is when people began comparing the amount they received ( which is supposed to be confidential), then the chaos begins. Intrigues and animosity between staffs arise because of the bias in the amount of reward.
When a staff is guilty of submitting late service reports ( business is affected financially) , as a punishment, the said staff will have his salary wit held , until he has successfully submitted all his reports. This punishment for irresponsibility and tardiness has cultivated negative reactions like hatred, stress and anxiety. Although, tardiness frequency has lessened , it has not been completely eradicated as expected by management.
Discuss aspects of behaviorism that you view to be productive and, hence, will advocate in practice. (b) Conversely, discuss aspects that you consider counter-productive, and will therefore discourage in practice.
Regulated reward giving is productive in the sense that it positively enhances motivation and promotes good feelings like appreciation, joy and sense of competency. Goals though must not be focused solely because there is a gold at the end of the rainbow.
Punishment for bad things done on the other hand is counterproductive. It builds a foundation of resentment, hatred, animosity and anxiety. I believe that in teaching-learning situations, we must try to focus on positivity all the time. Although, when punishment may have to be administered it should be constructive rather than punitive to make the recipient understand the reason why the punishment is being meted out.
Describe how the following behaviorist concepts apply in the classroom (positive uses for):
When a child acts out to get our attention, the one thing we know about this child is that he wants our attention. Not all children automatically crave our attention; and so when we discover a child who does consider our attention to be reinforcing, we should take advantage of this fact. Withholding our attention for inappropriate behavior is only a part of the strategy (applying attention for a desirable behavior is the most important part.)
Time out – is a procedure in which a child is placed in a different, less-rewarding situation or setting whenever he or she engages in undesirable or inappropriate behaviors.
A member of the group came too late in the reporting part activity for the class . In this regard , the teacher allowed her to join her group but NOT allowed to participate in answering questions from the audience.
This is a good disciplining measure and may prevent further occurrence of tardiness in the future.
Positive Reinforcement- reward giving to enhance a response
Negative Reinforcement – A student will study hard and persevere to improve so she or he will NOT have a chart EMPTY of stars.
Generalization and Discrimination are essentially opposing processes. As one increases, the other decreases.
A teacher in a catholic school taught a pre-schoolers to say grace before and after eating. Praying is more likely to be repeated at home before and after eating as GENERALIZATION example.
Discrimination- To follow the same scenario mentioned, this pre schooler is expected to pray ONLY triggered by the grace/ food appreciation and NOT applicable on other scenario like, praying before sleeping and waking up.