Behavior Modification vs. Reflective Discipline

Whether addressing minor or major classroom infractions, most teachers (consciously or unconsciously) use a form of behavior modification with most students. Teachers using behavior modification techniques tend to use a four-step approach to improve student behavior. They are:

• Recognizing the behavior needing to be changed
• Deciding upon the desired behavior
• Acknowledging good behavior through rewards
• Using negative discipline or consequences to eliminate unwanted actions

However, there are many drawbacks to using behavior modification strategies. The main limitation of behavior modification is that it only treats the outward symptoms of problems, not their underlying causes. The teacher may have no idea why the student misbehaved and this rarely becomes part of the approach to improve student behavior.

Once the consequence has been completed, the teacher hopes that the problem won't present itself again. The effects of behavior modification, however, rarely last. The chances are good that the misbehavior will re-emerge. And the teacher will react the next time like she did the first time.

Behavior modification does not encourage self-discipline. Students do not have to look for ways to correct their own behavior since behavior modification doesn't help a student look inside at what caused the problem in the first place. This often results in the teacher reacting to the same misbehavior in the same manner over and over. It is the teacher who then becomes conditioned and repeatedly gives the same response.

There are varying opinions by behaviorists as to the proper mix of positive and negative reinforcements. For example, Behaviorist Beth Bruno believes that positive reinforcement is more powerful than the punishment in changing behavior. Bruno says "Punishment may stop undesired behavior or teach avoidance behavior, but is less effective than positive reinforcement as an adjunct to attaining desired behavioral change."

You can visit this web site to read some of Bruno's viewpoints of behavior modification techniques: Behavior Modification Techniques

The Gale Research Group takes a balanced approach to modifying behavior by pointing out the value of both positive and negative responses in changing behavior. Their views are summarized here Gale Research Group

Some teachers criticize the use of positive reinforcement because they believe students will become too dependent on reinforcement and will expect a reward for almost anything they do. This can interfer with the act of teaching. Too much time can be spent thinking of ways to reward rather than to teach.

Another drawback to using behavior modification techniques, especially with special education students, is the amount of training that is needed to be successful. Behaviorist Leslie Packer, who advises special education teachers, has developed a list of common errors made in applying behavior modification techniques. As one studies this list he is left with the impression of how complicated it must be for the average regular classroom teacher to be successful using behavior modification techniques with either special education students or regular education students.

If classroom discipline is to be more than a stop-gap measure and not require rigorous training in behavior psychology, educators must attack the causes of problems as well as their symptoms. When a student does something wrong it is necessary for him to realize why he misbehaved and what he can do to make changes. If this thinking process isn't part of the consequence then the problem hasn't been solved and it is quite likely to reoccur.

At Advantage Press we call this thinking process reflective discipline. We provide schools with Discipline Learning Packets that are designed to provide a constructive, logical and positive learning experience for students who violate a school behavior standard.

With our Discipline Learning Packets we want the student to think about why it is wrong to talk back to the teacher, or degrade a fellow student, and to understand how others feel when they are the subject of disrespect or have been knocked down by someone running or otherwise being careless. We also want the student to discover why he misbehaved and what can be done to make changes.

When a student completes a detention he addresses causes, consequences, prevention, and goal setting. Within this framework, the role of the educator is to discuss with the student the main ideas of the packet and to reinforce the behavior goals the student has set for himself.

In summary, if classroom discipline is going to be more than a quick-fix then students must be given the opportunity to understand the reason for their behavior and how it effects them as well as others. Behavior modification techniques fall short when it comes to causing a student to look in-ward. Reflective Discipline, however, places problem-solving at the heart of the discipline process. We believe that it is the later that best helps students avoid repeating mistakes.

Visit this website for more information about Discipline Learning Packets:

Advantage Press - Resources for Better Schools

Having the right tools to help students understand "right from wrong" is obviously important. But students make mistakes. As educators, our job is to help those students learn from those mistakes and become better citizens in the process. Our discipline learning packets serve that role.

These packets are designed to provide constructive, positive learning experiences for students who have violated a school behavior standard. Although the primary purpose of our packets and lessons is to serve as the consequence for an unacceptable behavior, we have de-emphasized the punitive aspect and stressed the positive learning experience that comes from understanding and reflecting on one's actions. We want the student to think about WHY it is wrong to talk back to the teacher, or hit someone, and to understand how others feel when they are the subject of disrespect or have been knocked down by someone running or otherwise being careless.

By emphasizing the feelings and rights of others, we attempt to lead students to a more empathetic and social understanding of the effects of their actions and the fact that this behavior impacts on the whole school community.

You can read more about our philosophy behind the Discipline Learning Packet Program at our website.