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Good Behaviour Game Essay

Importance of good manners

❶Female students had much lower rates of disturbing and disruptive behaviors when compared to male students.

Examples of good manners

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There are many reasons that make students behave badly such as: Futhermore parents are too lenient and spoil their childrens. Therefore we need to find the way to reduce these problems. I think the most obvious solution is the president of school should make hard punishment to the students are indicipline.

For example when students are not go to class on time or they skip the class the teacher will call their parents to told them what their children do. By doing this students will behave better.

A further step is government should open more school in rural. For instance they invest more money in education, technology and supply the funds to build schools. Futhermore, parents should be encourage to spend more time for teaching their childrens. As a result students will behave better. There are a lot of causes leading to the bad behaviors of the students in the class.

The most obvious problem is the lack of discipline not only in school but also at home. For example, interrupting the conversation is such a rude to many people especially the elder. However, many families and schools neglect or have no particular punishment for this bad manner. Day by day, as a result, it can become an impolite communication habit when the children talk with other people.

In my opinion, giving priority to have a clear code of conduct and set rules about behavior is the best solution to this problem. It means that the teachers and the parents had better tell the children what they can or can not do in the class. By doing this, the children can get used to obeying the rules and behaving better and better in the class.

In addition to the shortage of discipline, disruptive students may come from the unstable family background. Reality has shown that many students with bad manners having unhappy family. Step Five The final step of our study was to observe the classrooms during the course of the game. Detailed observations were again made. We visited the school five times during the two weeks in which the Good Behavior Game was in.

Observations about the following were made: Observations and Findings There was a noticeable drop in the level of disruptive behavior in the classroom as many students associated bad behavior with a black star, which was undesirable. While on the other hand, many students started behaving nicely to earn a golden star.

Both positive and negative reinforcement was in action. The students learnt how to function as a member of a team. Level of cooperation was observed to rise within the students. It was observed that the teachers were less stressed and their moods were more pleasant when compared to before. Few children were scolded on the basis of disruptive behavior. Better academic attainment was seen, especially because teachers used the time made available for instruction and learning. Female students had much lower rates of disturbing and disruptive behaviors when compared to male students.

The reward at the end of the game was seen as a major factor motivating the students to avoid engaging in disruptive behavior. The total teaching time per day in the classes increased around a good minutes when compared to before.

This happened because the time wasted in dealing with various disruptive behaviors decreased, resulting in more time available for the teacher to teach. It was observed that the age of the teacher also played a key role in the level of disruptive behavior in the classroom. The younger the teacher, the more the level of bad or undesired behavior in the class. The protocol for the discipline set by the school management was enhanced as more students tried to avoid those behaviors that were not allowed in the school rules.

It was observed that after the initiation of the Good Behavior Game the environment of the class became more cheerful and students were more excited to learn. This meant that Good Behavior Game enhances the learning environment.

It ensures maximum student-teacher interaction to provide better opportunities for the students. Good Behavior Game is more effective when compared to punishment in order to reduce undesirable or disruptive behavior in the class.

Promoted healthy competition inside the classroom. Better behaved children were seen to influence and integrate the children who engaged in disruptive or inappropriate behavior. It was noticed that such classroom management technique enhances the teacher-child relationship.

A student more easily identifies with his or her teacher and is less afraid to express what they think. The level of class participation increased.

Students were actively engaged in learning and receptive to what their teachers taught them. It cuts down on classroom distraction and benefits everyone and can help to create a positive and comfortable learning environment.

To base the behavioral expectations for the Good Behavior Game on the school-wide expectations may facilitate students to generalize their appropriate behaviors across other settings. The Good Behavior Game is affordable and easy to put into practice. It does not involve extra class time to play. It is ideal for use in individual classrooms, throughout the school, or even throughout entire school districts.

Its implementation is so easy that it can be brought into play effectively in almost every setting in the school, and even on the bus. The Good Behavior Game engages parents and caregivers in classroom activities too, so as to make sure that the effect of the game is not limited to the classroom but also other places where the children go.

The Good Behavior Game works well with children whose first language is not English, which means that it can be implemented almost everywhere and that the scope of Good Behavior Game is not limited to only those children who are fluent in English. Also, the behavioral strategies in the Good Behavior Game support group based reinforcement for self-consciousness of disruption and aggression.

Not only is the scope of this game limited to troublesome children but the game also extends as an effective resource for youth with special needs. The Good Behavior Game remains an important tool for teachers struggling to manage classroom behavior yet the limitations remain. The study that was carried out had several limitations.

The results that came out from our current observation showed that the students could have been at a good behavior because of the presence of outside observers in the classroom instead of the Good Behavior Game.

Examination of the data suggested that this effect, if present, remained at a consistent level whenever observers were present in the classroom during the examination periods. However, this effect might not be present when observers were not present in the classroom, hence this effect might not be consistent throughout the study. To rectify this, future research should be implemented in a way that observations could be conducted in a less obvious method so as to give a natural and consistent result throughout the examination period.

The teacher of the class thought that the preparation and involvement in the Good Behavior Game would require extra time and ingenuity and that extra burden would be placed on her, since she had also to prepare regular lessons. Due to this, the teacher was quite reluctant in helping and assisting us in the observation. Another problem, that was perhaps not as serious, concerned teacher observation of behaviors. No signaling system was used. The teacher had to become alert and talk about the behaviors in addition to continuing to conduct regular classroom activities.

Spotting the target behaviors did not appear to be difficult for the teacher except when she faced the blackboard or talked to individual students. However, it should also be noted that since the teacher knew the students for a couple of months, for her, some behaviors would be quite normal and she might not have been able to identify them in an unbiased manner.

Another problem that was faced was the time constraint. The observations were only carried out for six days which are inadequate to reach proper results in Good Behavior Game. Because the Good Behavior Game is typically played during instructional time, there is a decrease in disruptive behavior during this time, that is, the class is quieter so the teacher can be heard so the results might not be the ones if the game is played in another setting.

Also it can be argued that classroom environment focuses on appropriate skill development rather than reductions of troublesome behavioral excesses. Conclusion Over all the Good Behavior Game is an excellent approach towards classroom management.

It enables the teacher to control the level of disruptions inside the class and to engage the students in a healthy activity. During the course of our research we analyzed that the early years in childhood education matter a lot and if proper attention at this stage is not given then these behavioral problems might become ingrained in the children and result in pathology as they grow up.

GBG uses the concept of reward instead of punishment which is a more efficient approach to reinforce behavior. Through this the students not only learn to avoid disruptive behavior but in the mean time also learn appropriate manners and the art of functioning in a group.

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Why Is Good Behaviour Important In School? (Essay/Paper Sample) March 6, by admin Essay Samples, Free Essay Samples. Demanding good behavior from students is quite tall order. Some institutions even go as far as giving incentives for students to behave well. How shameful! Ultimately, winning is the game of those with proper conduct.

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