Sometimes, it's difficult to change one's behaviour. Can teacher do the magic?
Coaching and mentoring are follow-up methodologies that used after teaching sessions increase the possibility to produce change in behaviour. Persistance and repetition are key for the change to become more permanent.
Yes ..this is so because there are times that students listen to their teachers absolutely more than their parents
It can but it may not happen always, immediately and dramatically as some of seem to think.
Coaching and mentoring are follow-up methodologies that used after teaching sessions increase the possibility to produce change in behaviour. Persistance and repetition are key for the change to become more permanent.
What kind of behavior are we talking about? In case of learning strategies, definitely yes.
If educators are unable to establish the positive conditions to enable a change in behaviour, one has to wonder what education is actually doing in the 21st Century and whether it is still valuable. Whilst I am the first to acknowledge one can bring a horse to water but cannot make it drink - creating the best possible environment (and by this I mean physical environment + human environment) and being strategic with timing, means an educator is fulfilling their obligation to create positive conditions for change.
Yes it is possible influence the behavior of a student through teaching and teachers own behavior .Every student is capable of learning what is better behavior provided in the real sense he adors the teaching and topics but simultaneously he or she would be watching the Teachers behavior as well the the teacher has to essentially walk the talk not by any compulsion but as a normal way of life things such as regularity,sincerity, honesty .reliability, commitment are behavioral patterns which would compel others to follow and imbibe for individual benefit and progress .
As an educator, we must always take into consideration the development of the head, heart and hand of our students as we teach them. Developing the head means that instilling knowledge and learning in various competencies. That is the main reason why we are teaching them. Along with those learnings are the development of the skills (hand) that they needed in performing such task. But the greatest challenge for us is how we can let our students apply and value their learnings. But once we made them realized the importance of what we are teaching them, surely it will change their behavior and eventually their life.
YES, Through constant efforts the educators can change the behavior of the individuals. According to a Muslim Philosopher Imam Ghazali Education is not limited to training the mind and filling it with information, but involve all aspects Intellectual, religious, moral and physical of the personality of the learner. True learning is that which affects behavior and whereby the learner makes practical use of his knowledge.
A teacher can pave the way, remove the roadblocks, point the direction, and make the path of least resistance the optimal one.
But the student must still internalize the will to begin to travel the path, we can not change that, only encourage it to be found.
As Jan suggests above - learner behaviour as 'learner' ie 'learning behaviour' and/or personal behaviour? Diverse education statements of aims and outcomes often claim to (be able to) do both. I think we know a bit more (but still not enough) about influencing 'learning behaviour'. We know relatively little about how to achieve what Ryan and Taj describe. Individual schools (public and private) and international pedagogies such as Steiner, Montessori, RE, perhaps IB have a conscious intent to influence the development of 'whole' people, with personal, social, even global participation and responsibility. Is this what you mean, Obed?
I find that giving importance to the teacher-student relationship as well as trying to improve student self-efficacy helps making a step towards changing behavior.
Teaching can change or modify behaviour, but there must exist an environment for positive reinforcement. The school sometimes appear to fail because very often the external environment does not provide the kind of nurturing that fosters transfer learning.
I believe that one can be successful in changing a student's vision of what his or her behavior is, and with guidance and patience can change their behavior; however, there is still the "caveat" that the student is motivated to make those changes themselves. I believe that the educator can influence that change , provide some stimulation to promote that change, but the student has to literally desire to improve personal behavior in a self-modifying way. "The potter molds the clay, but the finished product's value is in the eye of the beholder." If the clay represents the student, the educator is the potter, and the student is also the beholder of that finished product," then it would seem to me that the ability of the educator to mold the student comes to rest upon whether the student wants or sees the value of being molded. I hope this helps to answer your question.
Yes I believe so. Some education theorists like Watson and Skinner state that our responses to environmental stimulus shape our behaviour
Watson and Skinner and the rest of the Behaviorists make good points. If I were to pick a theorist to follow though, it would probably be John Dewey. I read Dewey on learning by doing as an undergraduate and kit left an indelible mark. I agree with Ruth Owen-Wright that an environment for positive reinforcement must exist in order to effect a behavior change, but believe that it is more the effect of the teacher than the school to make things happen. I feel that individuals rather than organizations facilitate any major attitude changes. Strangely, I remember Robin Williams standing in front of his class with the phrase, " Captain, My Captain" in a school that didn't foster change, but a teacher did. Guess I'm getting old. LOL
I believe teaching can only cause a change in learners behavior if they are motivated to BELIEVE what has been taught and the potential benefits they stand to enjoy after the implementation or practice of what is learnt. just as in the case of religious teachings.
It can possible some extent through sharing caring and mentoring and followup activities.
I would suggest trying to figure out what makes this kid 'tick' and try to win him over somehow! This child is crying for help! Tell the student that you want to help him manage his behavior in the classroom. Ask him to identify some of the disruptive behaviors he thinks he has and have him choose one he would like to work on. This child does not want to disrupt, but is incapable of controlling it for whatever reason. Implement a reward system that can be used throughout the day within very short time blocks. Create a list of rewards the child thinks he would like to work towards. I would suggest a star reward every half hour when the behavior is not present. If he earns so many 'stars' by recess, he will get.... For instance if he does not yell out, in half an hour, he will earn one star. If he has earned 4 by recess, he could carry these over to lunch and try to earn a set number by the end of the day. If he has earned the target, he could start the next day off with his chosen reward. This type of child needs very frequent, immediate rewards even if it is only a star on a chart or a booklet. It can be amazing what some kids will do for that star, check mark, or whatever it is! Check out my blog smoothrunnin' for other classroom management tips!
It depends largely on the situation. Many pupils who's behaviour is unmanageable are really pupils whose behaviour is mismanaged, but this certainly isn't true in every case.
The first thing to do is ask yourself if it's anything your doing. Are you giving the pupil a clean start when they enter the classroom, or are you automatically on their case when they enter the room? Are you unnecessarily confrontational or overconfrontational? Are you consistent - does the pupil have a clear idea of what your expectations are and what the consequences will be for failing to meet them? Do you praise this pupil when they are getting it right as well as deal with them when they are getting it wrong? Being human, our judgement as educators isn't always flawless, and we have to accept our own fallibility may be a factor when things aren't working out.
Having said that, not every battle can be won, and sometimes it isn't your fault. I once had an issue with a very challenging pupil (he was actively trying to get himself expelled or sent to a referral unit) with whom I had a slowly improving relationship - until I caught him truanting. From then on the pupil's single goal during classtime was to prevent me from teaching, the other pupils from learning, and any work from being done. It quickly became apparent that the pupil needed removing from my lesson and thankfully I was supported in this.
More often than not there is a way to manage pupils and to address their behaviour, but some educational practitioners get so hung up on the theories of behaviour management that they forget that pupils are human beings, and as such can sometimes be irrational and unreasonable. They can to take a dislike to you for no good reason, and they can hate your subject so much that nothing will win them over.
If a pupil is actively trying to disrupt a lesson, isn't afraid of punishment or interested in reward, and couldn't care less about success, then there really is very little you can do as a classroom teacher. You have to be supported by the school and, until something changes, that pupil needs to be kept away from your classroom so you can teach and other pupils can learn.
I guess that we are attempting to deal with some different age groups. I, of course, am dealing with university students with whom "stars" for behavior modification might seem somewhat beneath their level of adjustment. While these suggestions might well work with a population of elementary school students, behavior modification on a University level seems to me too be quite remote from this solution. Here, it might be more productive to discuss behavior in terms of a "Code of Conduct" that is expected of all students, and that any infractions of it might best be dealt with it, either personally by the individual instructor, or by professional counselors or deans. In my many years of teaching on the University level, I have rarely come across the type of behavior and solutions mentioned above, so perhaps we are comparing apples and oranges here.
Personally, I might well confront a student who was trying to disrupt my class with a simple pause and stare to end the situation. In the past 15 or so years, I have asked only one student to be kind enough to exit may class and see me during my next office hours, should he desire to return to my class. The implication there being that his conduct was not only unacceptable, but would no be tolerated if he expected to be allowed to continue in my class ,and avoid a failing grade should he chose not to do so.
I do not consider myself to be a disciplinarian, but I also do not choose to allow a disruptive student to infringe upon the right of all of his other classmates to have their ability to achieve their goals in having registered for the class. I think that this solution is not only fair, but quite effective as well. I thank goodness and God that I do not teach in either primary or secondary schools.
I agree with the answers above
I think certainly It DOES change it.
The question is:
1) what teaching (school, formal, informal)?
2) to what direction?
3) how slow/fast it changes it?
4) how can we assess and observe it.
..... (and more questions)
Yes, sometimes it is possible. However, often you would be disappointed.
Behavior or attitude can be changed by simulation exercises more effectively understanding -interacting-simulation- assessment-repeat-rehearse programs.
Absolutely it can. Some teachers inspire you to seek new horizons of knowledge while others put you to sleep.
I think yes. A disciplined teacher can bring a drastic change in learner behaviour.
Good teaching is always expected to bring change in learning behavior of a persistent student.
Yes, it does but change can take longer time and may not necessarily come from a single source and may not take place in a single direction.
It has, but it took some time. Then it is also a question whether the students is willing to change (for the better). If the student realizes he/she is in the minority (by behaving poorly), the change will come sooner.
some extent teaching can change the behaviour but, learning can change it!
Teacher and their behaviour can change anything, because teacher is a life time learner.
Of course. Some schools teach only underprivileged students and lot of improvement is noted in them from all aspects including their behaviour.
A very good example is the hindi film 'Hichki' by Rani Mukherjee. It is not related to Spiritual teaching.
Dear Obed Adams,
In the said movie the teacher has done the magic. You can see the movie in the net with dubbing in English. You will definitely like it!!!
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