Corporal punishment is a common practice that has been employed in classrooms in Jamaica for many years. This practice, as it is used to manage classroom behavior, although viewed as valuable by some, presents extremely detrimental effects. This study outlines positive approaches to classroom management to provide Jamaican classrooms with alternatives to corporal punishment. This is done by investigating the effectiveness of two Applied Behavior Analysis techniques, the Good Behavior Game and Differential Reinforcement of Low Rate Response, on disruptive behavior in a third grade classroom in a rural school in Jamaica. Results from the implementation of both procedures display positive outcomes and reveal that positive approaches to classroom management are effective in improving disruptive behavior. These procedures demonstrate the effectiveness of promoting positive behavior and refrain from utilizing corporal punishment. Such strategies also motivate students, increase instructional time, are cost efficient, and can be easily implemented by teachers. / Urban Education
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/999 |
| Date | January 2011 |
| Creators | Colvin, Ayris Bonet |
| Contributors | Axelrod, Saul, Keith, Novella Zett |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 81 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/981, Theses and Dissertations |
Page generated in 0.0047 seconds