Correct Answer - Option 2 : To evaluate the cause of the misbehaviour in terms of unsatisfied pupil needs
A learner with behaviour problems is inclined to: set unrealistic goals for hi himself; show an inability to learn; be unable to maintain good social relationships with peers and teachers; experience inappropriate feelings or types of behaviour; not act according to what is regarded as being age-related; be unhappy most of the time, feeling depressed and aggressive minor emotional disturbances; express behaviour that is uncontrolled, unanticipated bizarre and disruptive; bully other learners, act destructively and exhibit delinquent behaviour; suffer from a bad self-image, and be unable to function independently
Some Control Techniques that have proved effective in managing behaviour problems in the classroom are:
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Reinforcement: Reinforcement is a consequence following a behaviour that is designed to increase the occurrence of the behaviour in the future. A child will do his work neatly if each time he does so his mother/teacher lets him know how much she appreciates his efforts.
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Punishment: Punishment is a consequence following a behaviour that is designed to decrease the occurrence of the behaviour in the future. Example: If a child is told to sit in a chair each time he hits his sister.
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Extinction: Extinction is not responding to behaviour in order to decrease the occurrence of that behaviour. Example: A child engaging in tantrums who is not given attention by his mother (ignored) will stop having a tantrum.
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Shaping: Shaping is the reinforcement of closer and closer approximations to the desired behaviour. Example: In helping a mother to make her excessively dependent child more independent, the procedure must be started with small initial attempts and each attempt rewarded. Each (attempt) step takes time, depending on the child’s readiness, so patience is important. As the child progresses from step to step, the reinforcement for the previous step should be eliminated.
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Consistency: Consistency is following through with a selected approach. Example: Each time a child gets out of bed after being put to bed, the parents need to immediately return the child to bed.
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Observation: Observation is watching a behaviour for a specific period of time in order to determine the frequency of the behaviour’s occurrence. Example: A child who is hyperactive and distracting to her peers; the teacher records the number of times the child having a temper tantrum.
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Recording: Recording is the systematic record-keeping of the number of times a behaviour occurs.
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Consequence: Consequence is the event that follows the occurrence of a behaviour. Example: A child finished his homework and is allowed to watch the T.V. programme of his interest as a reward (consequence).
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Manipulation: Manipulation is the intervention technique in order to change behaviour. Example: A child throws his books. In order to decrease the occurrence of this behaviour, the child is placed in a chair each time he throws the book (timeout).
Thus from the above-mentioned points, it is clear that the most adequate way of handling misbehaviour in the classroom is to evaluate the cause of the misbehaviour in terms of unsatisfied pupil needs.
