Question: edit paragraphs to half please moreover in observing the different...
edit paragraphs to half please
Moreover, in observing the different types of behaviours and personalities whether they are positive or negative is influential on student learning outcomes of how external factors, the environment, thoughts, emotions and knowledge can affect the course of behaviour displayed. Rappaport and Minahan (2020) bring a strong emphasis on how having an understanding into what to expect from specific behaviours and different personalities can guide behaviour through reinforcing positive behaviours and reguiding and reframing negative behaviours. In creating an understanding towards what positive behaviours and personalities look like positive outcomes can be met through catering towards the expectant. Through the proliferation of being able to separate positive and negative behaviours and personalities it enables for addressing the underlying reasons for the behaviour. Development of understanding positive behaviors such as being surprised, relaxed and happy enables the teacher to become aware that their teaching pedagogy is effective for the children and students are submerged in a supportive learning environment, are engaged, motivated and challenged. Oppositely, negative behaviours might be due to an intolerable learning environment, challenging and personal issues or being unmotivated having this understanding guides teachers to effectively respond to challenging behaviours such as such as being bored, scared, angry, violent, sad and disruptive through developing and meeting positive outcomes of developing that underdeveloped skills of social, emotional and dispositions such as problem solving and critically thinking.
In support in determining the course of regulation and understanding into emotions through identification of the functions of behaviour implies that positive outcomes of that students become responsible for their actions. Howell (2019) extends on this by sharing the model of the four functions of behavior: sensory stimulation, escape, access to attention and access to tangibles. In which the interlinking of this theoretical perspective of behaviour serves as a medium for development that supports understanding students positive outcomes such as an understanding into behaviour as communication. With which practice enables teachers to break the behaviour code and respond in more productive ways through guiding the behaviour and identifying the function. Which is achieved in identifying the inappropriate behaviour and creating positive behaviour reinforcement and through creating on the spot effective guiding and management of teaching underdeveloped skills through managing the antecedents, reinforcing desired behaviours, teaching a replacement positive behaviour and responding. With the students ultimately being responsible for their behaviour. (Thorton, 2017). This means understanding that behaviour is reliant on attention based on the situation they are placed where in the sensory stimulation stage the behaviour, action or movement that provides some type of internal sensation which us pleasing to oneself sense, where escape is the function of removing oneself from an unwanted interaction activity or environment, with seeking attention being a desire to social interact by drawin attention to oneself and accessing tangibles is engagement into obtaining something or participating out of choice.