Punishment
From WikEd
[edit] Descriptions, Definitions, Synonyms, Organizer Terms, Types of
Punishment: noun
1) The act or an instance of punishing.
2) The condition of being punished.
3) A penalty imposed for wrongdoing: “The severity of the punishment must... be in keeping with the kind of obligation which has been violated�? (Simone Weil).
4) Rough handling; mistreatment: These old skis have taken a lot of punishment over the years.
Source: The American Heritage® Dictionary of the English Language, Fourth Edition Copyright © 2000 by Houghton Mifflin Company.
"Punishment" is often used as a lay term for a unwanted consequence doled out by an authority figure to someone who did something wrong. However, it actually has a slightly differnet meaning when used as a behavior analysis term. Punishment is a consequence for a behavior that is designed to decrease the incidences of that behavior.
Common punishers used by teachers include verbal reprimands, withdrawal of privileges such as recess, Time-out from a rewarding environment, or Suspension from school. If the misbehavior is rewarding to the student, than that behavior is likely to continue after the punishing stimulus is withdrawn. In order to permanently decrease a behavior, an appropriate replacement behavior must also be taught (Bowen, Jenson, and Clark, 2004).
In classroom management, as well as in operant conditioning, punishment is usually described as "some type of negative consequences for inappropriate behavior" (Marsano, 2004, p.28). Negative consequences can take two forms: psitive punishment and negative punishment. In positive punishment something is added in order to decrease an unwanted behavior, such as a detention being given for chewing gum in class. In negative punishment something is removed in order to decrease an unwanted behavior, such as losing recess time for not finishing homework.
For a more detailed look at punishment, see the Wikipedia reference Punishment.
[edit] Punishment Applications in Classrooms and Similar Settings
Punishment in the classroom setting is directly related to, and usually referred as the discipline and classroom management style of the teacher. Charles Wolfgang refers to three types of classroom managers: Relationship-Listening, Confronting-Contracting, and Rules and Consequences (Wolfgang, 2001).
The Relationship-Listening method involves the use of minimum power. The teacher establishes a relationship with students, listens to emotional concerns, and makes the student more aware of his behavior. The theory behind this methond is that once a student in more aware of his/her behavior, the student will be able to correct negative behavior and exihibit the desired classroom behavior.
The Confronting-Contracting method involves the teacher confronting the student who misbehaves and granting the student to power to change their behavior. This behavior change is implemented through a contract between the teacher and student for mutual agreement (Wolfgang, 2001).
The Rules and Consequences method involves establishing and teaching rules for classroom behavior and providing consequences for not following the rules. The premise behind Rules and Consequences is consistent and fair implementation of the rules and consequences by the teacher.
For more information on Discipline, see the Wikipedia reference to Discipline
[edit] Web Sites About Operant Conditioning and Punishment
An Animal Trainer's Introduction to Operant and Classical Conditioning
An Introduction to Operant (Instrumental) Conditioning
Operant Conditioning vs. Classical Conditioning
[edit] Web Sites That Offer Classroom Management Alternatives to Punishment
The Teacher’s Guide: Classroom Management
Center for Adolescent and Family Services
[edit] Evidence of Effectiveness
[edit] Critics and Their Rationale
[edit] Diversity Considerations
[edit] Testimonies
I try not to use the word punishment also. I like to refer to it as consequences. One of the things I have found is that as long as a person is consistent in how they handle behavior both punishment and praise can be effective. The big problem is if you are inconsistent in how you do things. Students pick up on that very quickly and it can lead to classroom problems.
- I don't necessarily like the word punishment. "Punishment", it sounds so negative. I prefer to use consequences in regards to inappropriate behavior or making the wrong choices. Rather than me punishing a student for misbehavior, I enforce the consequence established for that particular behavior. I warn the student of their inappropriate behavior and if the student chooses to continue their inappropriate behavior, they receive the consequence for their choices. E. Morrison
I want to enter a thought problem that discusses praise vs. punishment. I was told this story many years ago, by an Admiral of the United States Navy, although I can no longer remember his name. I was attending a seminar over a winterim called "Behavorial Aspects of Leadership." Here is the story.
The Admiral says he had a friend who was an instructor in the Israeli airforce who did not believe in praise. The pilot friend told the Admiral, "Everytime a praise a pilot for doing a good job, invariably he screws it up the next time. Everytime I chew a pilot out, he invariably does it better the next time." How can we explain this, is praise less effective than punishment, or is this just an example of regression to the mean? I have told this story and wondered about its meaning for years. Personally, in my business and teaching life I have always favored praise, but for some reason this story has always remained in my mind.
Retrieved from "http://moodle.ed.uiuc.edu/wiked/index.php/Praise" I wrote it there orginally.
The real world has positives and negetives. We should prepare our kids to understand that. I believe we must have balance. If we only praise than the child will be at a great disadvantage when in the real world they are not praised. It is the same with competition. It is out there. Learn it now or learn it later but you will have to learn it. T. Ashley
In the realm of teaching, the teacher often becomes the surrogate parent for the students in his/her classroom. As we have those children for a large part of their waking hours during the day, it is very important to be able to teach appropriate and inappropriate behaviors that will allow for what is most conducive for learning. Sometimes, it is necessary to have consequences for bad conduct that will reduce/extinguish inappropriate behaviors. These often entail assigning detention, contacting the parent, sending the student to the princial's office, and even expulsion.These measures usually tend to work with moderate behaviors, but chronic behavior problems often lead to more severe measures of punishment that can include being kcked out of school for the duration of the year. It is very important for the teacher to set strict guidelines and specific consequences in their classrooms that all students must follow. These rules can include everything from raising hands to speak, to explaining time out procedures. This procedure is very effective, and should be a part of every classroom. Pat Johnson
[edit] References
Bowen, J. M., Jenson, W. R., & Clark, E. (2004). School-based interventions for students with behavior problems. New York: Kluwer Academic/Plenum.
Marsano, Robert J. (2003). Classroom Management That Works. Alexandria, VA: Association for Supervision and Curriculum Development
Wolfgang, Charles H. (2001). Solving Discipline and Classroom Management Problems. Hoboken, NJ: John Wiley & Sons, Inc.
The American Heritage® Dictionary of the English Language, Fourth Edition Copyright © 2000 by Houghton Mifflin Company.
