JACELYN JOACHIM/TESL GROUP 3/SEMESTER 5/ IPGK GAYA, KOTA KINABALU

Task 1: Situational Analysis Introduction Generally, most of us English teachers who teach in rural schools face almost the same problem. The problems include insufficient facilities, poor family background, geographical locations, unimpressive attitude towards learning and social environment. Most pupils lack motivation, some are lazy, feel unwanted, depressed and some might not care. All of these problems occurred due to the setbacks mentioned earlier. As an English teacher, have always strived on bringing the fun and e!citement in would like to suggest a

learning the language within the pupils in the rural school. "ere, #haping %esired &ehavior.

theory which can be applied in the rural primary school classroom, the #kinner$s Model of

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JACELYN JOACHIM/TESL GROUP 3/SEMESTER 5/ IPGK GAYA, KOTA KINABALU

Skinners Model of Shaping Desired Behavior n this theory, #kinner believes that behavior is formed by what happens after performing an act. t could change according to different reinforcements. Teachers shape pupils behaviour through systematic reinforcement including rewards and negative reinforcements. (Manning and Bucher, 20 !". &elow are some of the assumptions of behavior modification by &. '. #kinner(
#umans have no will, they simply respond to environmental stimuli. #umans respond to e$ternal stimuli and regulate those stimuli that fulfill basic needs. %uidance is needed for students to behave appropriately. &tudents cannot learn to be self'governing. They need appropriately arranged reinforcers. (f behavior is not managed, problems will increase. ()etrieved from* http*++sunburst.usd.edu+,-reins+learningModules+BehaviorModification.htm"

)hildren$s positive behavior can be molded through praises and prizes, good results as well as many other means of appreciation. t is believed that their actions are influenced by their surroundings or environment. 'or e!ample, a child who was abused by his parents have the tendency to become aggressive, but with proper treatment or reinforcement from a teacher, such as having acceptance, love and guidance, the child could change into a better person. n order to change the behavior, we have to first of all change the surroundings. The Effectiveness of the Techni ues !ased on the Theory #kinner introduced four types of reinforcers. #ocial reinforcers are done verbally, through comments, gestures or facial e!pressions. Graphic reinforcers consist of numerals, checks, happy faces and symbols. Activity reinforcers are the things that pupils love or would love to do in school. Tangible reinforcers are those that pupils can get as rewards for good and desired behaviours. These reinforcers aids in the teaching and learning process in the classroom. &ased on my own e!perience, in terms of handling pupils in a rural school, all the reinforcers mentioned above are effective. The use of the reinforcers has to be constant until a desired behaviour is achieved. *upils will learn that good behaviours brings good conse+uences. The same thing happens with negative behaviours. ,hen a negative action is done and punishment is given constantly, a child will stop doing it, knowing that the conse+uences are bad.

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JACELYN JOACHIM/TESL GROUP 3/SEMESTER 5/ IPGK GAYA, KOTA KINABALU

f we are facing problems with pupils with unimpressive behaviour towards learning, we can use activity and tangible reinforcers such as, coming up with many interesting activities in the classroom. 'or e!ample, if a child is lazy and has no interest in learning, we can prepare a game or a +uiz with small prizes for them. The use of reward charts, stickers or sweets as rewards are also effective. ,e should focus on the pupils who need more attention and never give up on the child. ,henever the child does a correct thing or answers +uestions correctly, he deserves to be given a smile, a pat at the back, be praised or given some little gifts. These type of reinforcers motivate the pupils to continue doing the right thing and soon will show changes. #ince the rural schools has insufficient facilities, used to come up with my own

teaching aids using recycled materials, such as old newspapers to make scrapbooks, old books and magazines to look for pictures and words, used bottles and cans to make crafts and many more. even used pebbles and dried leaves to create models for my language lesson. These activities makes the pupils creative and innovative. They learn from their surroundings and it makes them love to learn more and more each day. *upils in the rural schools tend to appreciate new things better, especially those from the poor family background. Taking them out of the classroom, maybe to play at the river or at the fruit orchard to learn new words in English can be effective. This can also be a reward for them for behaving well in class. *upils will get the chance to learn in a fun and en-oyable way. n spite of their geographical location which is far from the city, we can use videos or pictures taken using .#mart phones$ from places they have never been to create the e!citement of learning about other places. t creates the desire of wanting to go further into learning and brings out the imagination of modernisation. Their social environment is influenced by their mother tongue. )oming up with activities such as English ,eek or English %ay can instil the awareness of the importance of learning English so as to help the pupils to develop their competency. *ractice makes perfect. The idiom reflects a real classroom situation. ,hen pupils practice speaking English all the time, soon they will be able to be proficient in the language. A teacher should praise them when he sees any progress from time to time. This will motivate the pupils to speak English all the time. t links to the theory that behavior is formed by what happens after performing an act. *upils become confident when the teacher praises them every time they speak English, this will soon become a good habit.

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JACELYN JOACHIM/TESL GROUP 3/SEMESTER 5/ IPGK GAYA, KOTA KINABALU

Most of the pupils in the rural places walk to school every day and most of the time we will find some late comers. #ometimes negative punishment is effective in overcoming such problems but it can cause fear, trauma and even hatred within the child. #omehow, still believe that in some cases bad behaviours can be weakened by punishment. 'or e!ample, when a child comes late to school every day, without any reasonable e!cuses, a teacher should deal with him or her assertively and mean what the teacher says. *erhaps, the teacher should give some positive punishments such as sweeping the floor, copying sentences from the board, helping the teacher to arrange the chairs and desks in class or maybe helping the teacher to collect the books after lessons. These type of punishment trains the pupils to be independent, promotes diligence and make them feel accepted. &ehaviours could become weaker when there is no reinforcement . "ence, in order to produce pupils with desired behaviours some ongoing activities such as .*upil with "ighest attendance to school$, ./eatest &oy or Girl in )lass$, the .&est "andwriting$ and so on can be the foundation of a good behaviour. t motivates the pupils to come to school and put an interest in learning. Moreover, publishing pupils$ work on the bulletin board can also create self0confidence among them and make them feel appreciated. ,e can paste it on the bulletin board with words of encouragement such as 1Great23, 1Awesome23, 1'abulous23 and many more. These are called graphic reinforcers and it is -ust as effective as the other reinforcers. n sum, the effectiveness of the activities mentioned earlier somehow depends on our own effort as well. As teachers, we have to be creative, dedicated, patient, fle!ible and resourceful. Teaching aids alone cannot be effective if we do not determine to use it wisely. 4ur full commitment towards our responsibilities is what makes teaching meaningful and successful. 4n the other hand, pupils participation is also crucial to accomplish learning.

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