Examining B.F. Skinner and Barbara Coloroso Models of Discipline
by Denise N. Fyffe
Frustration, hatred, anger, depression, or vindictiveness; are just some of the emotions that even the best teachers in the world can experience when dealing with ‘difficult’ students. Many educators agree that one of the greatest challenges for a teacher is knowing how to alter a student’s behavior that is not conducive to a positive learning environment. There are many theories presented by different sources, which are not necessarily right or wrong, they are simply different approaches to extinguishing a common problem.
To obtain a clearer understanding of how a teacher can create positive change within a student, I will assess two specific models, in this essay, using popular theorists from each category.
Firstly, the teachings of B.F. Skinner on ‘Behavior Modification.’ and then the theory of ‘Inner Discipline’ from Barbara Coloroso. Each represents a different category of discipline technique. The latter is from the models of low control discipline and Skinner is from the models of high control discipline.
The Models of Discipline
B.F. Skinner was motivated to experiment with rats, after reading content from Pavlov and Watson’s books. Following his multiple experiments to understand how rats reacted to stimuli and coming to an understanding that they did so, because of the reward at the end, he coined the reaction ‘operant behavior.’ In turn, the procedure, which facilitated this type of behavior was referred to as operant conditioning (B.F. Skinner Foundation, 2020).
According to Braslau-Schneck (2003), there are four components to understanding this theory:
- Something Good can start or be presented, so behavior increases = Positive Reinforcement (R+)
- Something Good can end or be taken away, so behavior decreases = Negative Punishment (P-)
- Something Bad can start or be presented, so behavior decreases = Positive Punishment (P+)
- Something Bad can end or be taken away, so behavior increases = Negative Reinforcement (R-)
Further to this, the concept of punishment and reward were added, but let’s apply them to the classroom setting. Positive punishment (P+) can be introduced when a child acts up in class, for example, being sent to the principal’s office of getting detention. Then, in terms of negative punishment (P-) to decrease the behavior, something good ends, which could be lesser time for recess. Positive reinforcement (R+) dictates that something good happens. Therefore, this could be increased praise for higher grades or a child helping in the classroom, by handing out papers or assignment sheets.
Finally, negative reinforcement (R-) requires that the teacher takes away the offending element, to correct behavior. In the case of a child experiencing neglect or abuse at home, which impacts their performance and attitude in the classroom, an intervention can be done to remove them from an abusive home. Where the case is not severe, parents can be made to change their behavior or give the child more love and attention. Consequently, there are many scenarios where B.F. Skinner’s operant conditioning model can be implemented because our learners are diverse, and his principles are inclusive enough to do so.
Though, on close examination, operant conditioning links behavior and consequence, and the latter must come soon after the incident occurs, for there to be some association; this is not the case with Coloroso’s theory of Inner Discipline. Her low control discipline model states that for students to take responsibility for their actions, and develop control they must have self-discipline or inner discipline as Barbara Coloroso.
Consequently, if a teacher decides to use this strategy for behavior modification in their students, they must understand that it takes time, and the student must take responsibility for the outcome. Inner discipline requires that both parties work together, to bring about that change, and each person must understand that power is shared. This is not a quick solution like those that use a reward system to modify behavior, as such it has a more lasting effect (The Edvocate, n.d).
Examining the Models of Discipline
Coloroso categorizes teachers into three groups, based on how they enforce rules or how flexible they can be in changing those rules. She has the brick wall, the jellyfish, and the backbone. Each being less stringent than the other. The ‘brick wall’ teacher, is strict with the rules, the ‘jellyfish’ teacher alters what rewards and punishments are implemented and the ‘backbone’ teacher, offers solid support (The Edvocate, n.d). Here again, there is the reference to reward and punishment as a means of changing behavior; in this, it is similar to Skinner’s theory.
B.F. Skinner’s model and its use of punishment can be represented in two ways. One method will lessen the strength of a response when it is presented after that response. Typically, this means an aversive stimulus should be introduced. The removal of a pleasant stimulus can also be considered a punishment. In such a case, the teacher can consider removing a student’s privileges for playtime because of their negative behavior. Inside the classroom, punishment can have present good results, though there is some negative connotation to the word. It can prevent unwanted behavior quickly and can convey information about inappropriate behaviors.
Nonetheless, punishment has its disadvantages. First, a punished behavior is not completely removed, it is only suppressed. Also, if a student understands they will be given more attention when they behave badly, then they will do it more often to attention. Then, there is the fact that the student could not distinguish the punishment being linked to a specific behavior. Finally, there are negative psychological or emotional responses, which can be attributed to being punished. This being that the child feels the urge to escape or present avoidance. Potentially, if misused, Skinner’s high model of discipline, for behavior modification, can lead to more harm than good.
Notwithstanding while Skinner’s theory focuses on manipulating behavior through a series of rewards and punishments, Coloroso’s theory uses the relationship between the teacher and the student to gradually affect the student’s behavior. Also, if a teacher does not understand her students and knows what triggers their behavior, the application of Skinner’s punishment and reinforcers theory can be ineffective. In addition, unless the teacher has significant time to spend working with the student, on their shared relationship, Coloroso’s theory too would be ineffective. Nonetheless, when it comes to my teaching and discipline philosophy it is the best approach. It is a better theory in allowing the student to progressively gain an understanding of what triggers his/her behaviors, how it affects others, and what steps they can utilize to change that behavior.
Applying the Model of Discipline
Over the years, I have taught mostly adult students. They tend to have control of their behaviors and do not require too much behavior modification intervention. Adults tend to respond even quicker to any use of these strategies as well. However, it would be difficult and possibly problematic to attempt the use of punishment against adults.
This is why I tend to build a relationship with these learners and focus their attention on their abilities and values. Once they realize that they can learn the content and manage the learning process, any negative behavior lessens.
Accordingly, it also helps to treat them with respect, allow them to feel valued, and not disregard their answers to questions, as being silly. I try to avoid any situation that might embarrass my adult learners and ensure to protect their right to dignity and respect in the classroom (Saulic & Vittallo, n.d). My biggest tool is communication, because I find it works better with adult learners and as such, the ‘Inner Discipline’ theory and varying between being a backbone and jellyfish teacher works best in my classroom.
References
B.F. Skinner Foundation, (n.d). Biographical information. Retrieved on November 23, 2020 from https://www.bfskinner.org/archives/biographical-information/
Braslau-Schneck, S., (2003). Introduction to operant and classical conditioning. Retrieved on November 24, 2020 from http://www.wagntrain.com/OC/index.htm
Saulic, A., & Vittallo, K., (n.d). Inner discipline. Retrieved on November 24, 2020 from https://education.uwsp.edu/382/assignments/inspirational_models/students_slideshows/Section%203%20Barbara%20Coloroso.pdf
The Edvocate, (n.d). What is inner discipline? Edudpedia. Retrieved on November 23, 2020 from https://www.theedadvocate.org/edupedia/content/what-is-inner-discipline/
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About the writer:
Denise Fyffe, ICDL, DSP, BC, PGDE, M. Ed.
Poetess Denise N. Fyffe is a published author of over 40 books, and enjoys volunteering, counseling, mentoring, and engaging in new experiences.
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