Punishments are never “one size fits all.” The goal of punishment is to provide a learning lesson about behavior and consequence, and in order for the punishment to be successful, the type of punishment you choose must be appropriate for the offense. Sometimes, writing-based punishments can do more harm than good for your child’s behavior. Consider the pros and cons of writing sentences for punishment, and if you choose to issue this type of punishment, ensure the writing experience is constructive and beneficial to your child in some way.
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Some aspects of writing-based punishments can be beneficial for your child. Sentence-writing exercises promote fine motor skills and provide practice with spelling and handwriting. When a parent makes a child sit down in a quiet area and write for punishment, her focus and attention becomes occupied in a way that can prevent angry outbursts, temper tantrums and other misbehaviors that result from boredom or restlessness during unstructured time-outs.
If writing-punishments aren’t structured properly or are repeatedly used, they can send and reinforce negative messages about writing. Your child might begin to associate writing with punishment, which can hamper her motivation and enthusiasm for school writing. She might also neglect to see writing as a liberating, expressive form of communication and instead, view writing as unsatisfying “work.” According to the National Assessment of Educational Progress: 2011 Writing, and reported in the "Orange County Register," almost 75 percent of U.S. students have sub-par writing abilities. Children who are made to write sentences repeatedly aren’t learning how to develop their written language -- rather, they’re simply copying letters and words for a meaningless writing objective that doesn’t include the construction and expression of ideas through words, and they’re doing it begrudgingly, which can reinforce their reluctance to write for other purposes. Lastly, trying to reinforce good behavior -- by having your child write “I will remember to put away my toys when I’m finished playing,” for example -- is simply ineffective, according to the International Child and Youth Care Network.
If you decide to enforce a writing-based punishment, structure the writing activity to provide purpose, personal expression and choice in writing for your child. Instead of requiring her to write a set amount of sentences or a specific number of words, provide her with a list of relevant topics to choose from. Ensure that the topics reflect the misbehavior, but also, encourage personal reflection and expression. For example, “How could I have managed my anger better?” or “How would I feel if someone broke my toy?” Look at the content of the writing when determining what’s enough instead of page lengths, grammar quality or word counts -- the writing should be reflective, expressive and descriptive.
Consider other, more effective forms of punishment instead of writing exercises. Loss of privilege is one way to deter misbehavior. Another idea is to enforce a restitution punishment, which encourages children to take accountability for wrongdoing and rectify their mistakes by fixing or replacing broken or damaged items.
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Classroom Behavior Essay
1462 Words6 Pages
Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again.
Children do not act out because they are “bad.” They act out in the hopes of receiving some kind of response or reward. In the…show more content…
On the other hand, if that child fills the need for attention by getting into trouble at school, they will get into trouble. Skinner tells us that “non-reinforcement leads to the extinction of a behavior.” In other words if teachers figure out what the child is getting from exhibiting a particular behavior, they can then give that child the exact opposite of the expected response. If our response is consistent the child will eventually give up the behavior in lieu of another which yields more satisfying results. The reward system is sometimes turned around to reinforce poor behavior. Often, children who are misbehaving are looking for some sort of a reaction. It is possible that they believe that it is better to not even try than to try and fail. It could also be true that the only type of attention they receive comes from the instances in which they misbehave. Although as adults it may seem logical that one would avoid being singled out or chastised, children who have little sense of self worth will “take what they can get.” Skinner calls his strategy for dealing with disruption “non-reinforcement.” Skinner’s theory claims that “non-reinforcement leads to extinction of behavior.” By ignoring disruptive behavior, a teacher can extinguish it. Eventually, the disruptive student will realize that their behavior will not gain any response will seek another way to belong to the group.
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