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	<title>Behavior Modification &#187; instruction</title>
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	<description>A resource about classroom management and behavior change methods</description>
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		<title>Arts and b mod actually can mix</title>
		<link>http://behaviormod.info/2010/12/02/arts-and-b-mod-actually-can-mix/</link>
		<comments>http://behaviormod.info/2010/12/02/arts-and-b-mod-actually-can-mix/#comments</comments>
		<pubDate>Thu, 02 Dec 2010 10:30:42 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Classroom management]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[b mod]]></category>
		<category><![CDATA[classrooms]]></category>
		<category><![CDATA[discipline]]></category>
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		<category><![CDATA[instruction]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://behaviormod.info/?p=308</guid>
		<description><![CDATA[Perhaps it&#8217;s just my perception, but I think a lot of people see the arts and behavioral principles as antithetical. That is, one who embraces the arts holds philosophical views that are incompatible with behaviorism. Of course, this is not true, from my point of view, but I&#8217;ve suspected that others considered it true. Even [...]]]></description>
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		<title>Precision Teaching conference pending</title>
		<link>http://behaviormod.info/2010/09/24/precision-teaching-conference-pending/</link>
		<comments>http://behaviormod.info/2010/09/24/precision-teaching-conference-pending/#comments</comments>
		<pubDate>Fri, 24 Sep 2010 09:48:13 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Data collection]]></category>
		<category><![CDATA[Increasing responding]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Other Sites]]></category>
		<category><![CDATA[Press]]></category>
		<category><![CDATA[Professional development]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[Self-management]]></category>
		<category><![CDATA[Teaching b mod]]></category>
		<category><![CDATA[Training]]></category>
		<category><![CDATA[b mod]]></category>
		<category><![CDATA[behavior]]></category>
		<category><![CDATA[behavior analysis]]></category>
		<category><![CDATA[behavior problems]]></category>
		<category><![CDATA[classrooms]]></category>
		<category><![CDATA[fundamentals]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[measurement]]></category>
		<category><![CDATA[planning]]></category>
		<category><![CDATA[schools]]></category>
		<category><![CDATA[teacher education]]></category>
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		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://behaviormod.info/?p=294</guid>
		<description><![CDATA[The 2010 International Precision Teaching Conference will be held in Seattle (WA, US) 4-6 November 2010. Sponsored by the Standard Celeration Society, a group that promotes the use of systematic data collection procedures and objective analysis of instructional practices, the conference promises to have lots of reports that will appeal to readers of Behavior Mod. [...]]]></description>
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		<title>Why not only positives?</title>
		<link>http://behaviormod.info/2010/08/30/why-not-only-positives/</link>
		<comments>http://behaviormod.info/2010/08/30/why-not-only-positives/#comments</comments>
		<pubDate>Mon, 30 Aug 2010 11:24:45 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Classroom management]]></category>
		<category><![CDATA[Ethics]]></category>
		<category><![CDATA[Increasing responding]]></category>
		<category><![CDATA[Professional development]]></category>
		<category><![CDATA[Reducing responding]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[Teaching b mod]]></category>
		<category><![CDATA[b mod]]></category>
		<category><![CDATA[behavior problems]]></category>
		<category><![CDATA[classrooms]]></category>
		<category><![CDATA[discipline]]></category>
		<category><![CDATA[disruptive behavior]]></category>
		<category><![CDATA[fundamentals]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[pbis]]></category>
		<category><![CDATA[pbs]]></category>
		<category><![CDATA[problems]]></category>
		<category><![CDATA[punishment]]></category>
		<category><![CDATA[reinforcement]]></category>
		<category><![CDATA[schools]]></category>
		<category><![CDATA[teacher education]]></category>
		<category><![CDATA[teacher's thinking]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://behaviormod.info/?p=256</guid>
		<description><![CDATA[Teacher A: Wouldn&#8217;t it be wonderful if we didn&#8217;t have to use any aversive procedures. Punishment is such a drag. Teacher B: Yes! I agree. Positive reinforcement is sooo powerful&#8212;shaping, schedules, maintenance, and all that. You can do just about everything with it. Teacher A: Really. I mean, we should make our classes totally positive [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Fryer&#8217;s incentives study</title>
		<link>http://behaviormod.info/2010/04/13/fryers-incentives-study/</link>
		<comments>http://behaviormod.info/2010/04/13/fryers-incentives-study/#comments</comments>
		<pubDate>Tue, 13 Apr 2010 14:43:29 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[News]]></category>
		<category><![CDATA[Press]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[behavior]]></category>
		<category><![CDATA[fundamentals]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[reinforcement]]></category>
		<category><![CDATA[rewards]]></category>
		<category><![CDATA[schools]]></category>

		<guid isPermaLink="false">http://behaviormod.info/?p=236</guid>
		<description><![CDATA[Under the title &#8220;Should Kids Be Bribed to Do Well in School?&#8221; Amanda Ripley of Time Magazine reported about the outcomes of the large-scale study led by Roland Fryer Jr. that tested whether incentive systems affected students&#8217; achievement. Professor Fryer, who collaborated with many others on this ambitious project (> 270 schools), found that rewards [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>Better and Worse Ways of Giving Directions</title>
		<link>http://behaviormod.info/2010/03/21/better-and-worse-ways-of-giving-directions/</link>
		<comments>http://behaviormod.info/2010/03/21/better-and-worse-ways-of-giving-directions/#comments</comments>
		<pubDate>Sun, 21 Mar 2010 18:08:12 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Classroom management]]></category>
		<category><![CDATA[behavior problems]]></category>
		<category><![CDATA[discipline]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[problems]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://behaviormod.info/?p=231</guid>
		<description><![CDATA[One mistake that adults sometimes make in giving directions to children and youths is to phrase directions as questions. Another is to give directions as if they are advice. Here are some examples of each: Asking questions: O.K., everyone, why don&#8217;t you turn in your work now? Where are your pen and paper supposed to [...]]]></description>
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		<slash:comments>1</slash:comments>
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		<title>News account about classroom management</title>
		<link>http://behaviormod.info/2009/12/15/news-account-about-classroom-management/</link>
		<comments>http://behaviormod.info/2009/12/15/news-account-about-classroom-management/#comments</comments>
		<pubDate>Tue, 15 Dec 2009 11:02:27 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Classroom management]]></category>
		<category><![CDATA[Need]]></category>
		<category><![CDATA[News]]></category>
		<category><![CDATA[Press]]></category>
		<category><![CDATA[Professional development]]></category>
		<category><![CDATA[behavior problems]]></category>
		<category><![CDATA[discipline]]></category>
		<category><![CDATA[disruptive behavior]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[schools]]></category>
		<category><![CDATA[teacher education]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[tips]]></category>

		<guid isPermaLink="false">http://behaviormod.info/?p=221</guid>
		<description><![CDATA[In &#8220;Controlling a classroom isn&#8217;t as easy as ABC&#8221; Seema Mehta of the Los Angeles (CA, US) Times describes teachers&#8217; struggles and successes with classroom management. She also reports what teachers say are important and unimportant components of management. Not only does she describe conflicts in the classrooms, but the recommendations she received about management [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Mr. Belshaw&#8217;s tips</title>
		<link>http://behaviormod.info/2008/01/10/mr-belshaws-tips/</link>
		<comments>http://behaviormod.info/2008/01/10/mr-belshaws-tips/#comments</comments>
		<pubDate>Thu, 10 Jan 2008 11:23:25 +0000</pubDate>
		<dc:creator>JohnL</dc:creator>
				<category><![CDATA[Classroom management]]></category>
		<category><![CDATA[Other Sites]]></category>
		<category><![CDATA[Understanding]]></category>
		<category><![CDATA[classrooms]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[teacher's thinking]]></category>
		<category><![CDATA[tips]]></category>

		<guid isPermaLink="false">http://behaviormod.info/2008/01/10/mr-belshaws-tips/</guid>
		<description><![CDATA[Some time ago, blogger Doug Belshaw had a post providing guidance about managing behavior that I just discovered. In the post Mr. Belshaw gives tips about classroom management that are worth repeating. Although there are 10 items in his list, I&#8217;ll just illustrate them using a couple here: 1. Don’t shout: Absolutely fundamental. Shouting is [...]]]></description>
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