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The principle of intensity implies that a student will learn more from the real thing than from a substitute. Examples, analogies, and personal experiences also make learning come to life. Instructors should make full use of the senses ( hearing , sight , touch , taste , smell , balance , rhythm , depth perception , and others).
Counterconditioning (also called stimulus substitution) is functional analytic principle that is part of behavior analysis, and involves the conditioning of an unwanted behavior or response to a stimulus into a wanted behavior or response by the association of positive actions with the stimulus. [1]
In the sixth-grade classroom, several experimental manipulations (i.e., eliminating the consequences, changing the maximum number of marks needed to win, eliminating feedback, and keeping the class intact) were performed to identify which components of the game were the most effective in reducing disruptive behavior.
The classroom setting is one significant example, and it functions differently for Indigenous communities compared to what is commonly present in Western schooling. The emphasis of keen observation in favor of supporting participation in ongoing activities strives to aid children to learn the important tools and ways of their community. [ 28 ]
The Good Behavior Game (GBG) is a "classroom-level approach to behavior management" [26] that was originally used in 1969 by Barrish, Saunders, and Wolf. The Game entails the class earning access to a reward or losing a reward, given that all members of the class engage in some type of behavior (or did not exceed a certain amount of undesired ...
The effect is named after the golem, a clay creature that was given life by Rabbi Loew of Prague in Jewish mythology.According to the legend, the golem was originally created to protect the Jews of Prague from the horrors of Blood Libel; [1] however, over time, the golem grew more and more corrupt to the point of spiraling violently out of control and had to be destroyed.
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Utilizing disciplinary actions can be an opportunity for the class to reflect and learn about consequences, instill collective values, and encourage behavior that is acceptable for the classroom. Recognition of the diversity of values within communities can increase understanding and tolerance of different disciplinary techniques. [ 3 ]