Over on Larry Ferlazzo’s Websites of the Day…For Teaching ELL, ESL, & EFL Larry Ferlazzo, a teacher of high school students who are learning English, reports that he adopted what sounds like a response-cost system for managing behavior and found it quite successful. Under the title “Have You Ever Taught A Class That Got ‘Out Of Control’?,” Mr. Ferlazzo explained that he awarded 50 points to sub-groups of students and then deducted points for misbehavior.
What’s interesting about that? Isn’t this a bit like the Good Behavior Game? Don’t lots of teachers use response-cost systems successfully? True. True.
One particularly interesting feature of the story, though, is Mr. Felazzo’s disarmingly honest assessment of his own views about employing such a system. Mr. Felazzo explains that, after several of his usual strategies proved ineffective, he found that he had to move beyond building relationships with students. That’s when he adopted the response-cost system.
Yes, I know some of you are thinking, as I initially thought, what is a progressive educator like me doing considering a classroom management system that sounds like behavior modification and operant conditioning? Why am I not continuing my focus on positive strategies to help students develop their own intrinsic motivation?
After Mr. Felazzo thinned the schedule of reinforcement (though he doesn’t report it that way), he discovered that the students were still behaving appropriately. He inferred that they developed intrinsic motivation. That’s possible. Alternatively, perhaps there is a behavioral trap operating in his situation: When they behaved appropriately, less-obvious reinforcers (e.g., success in class?) began to control the students’ behavior. For whatever reason they continued to display student-like behavior, and for that we should all be glad.
Thanks for the good example, Mr. Felazzo!
Link to Mr. Ferlazzo’s blog post.
