Positive Behavioral Support Systems

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PositiveBehavioral Support Systems

PositiveBehavioral Support Systems


Itis advisable for teachers to use a sliding scale while rewardinglearners. The milestones set for the expected conduct should beflexible to suit the different students. The method can be a viablestrategy to motivate the students to improve their behavior. Thediverse abilities and conduct of learners may make certain desirablepositions a reserve of a few if the threshold does not narrow down toindividual capabilities. However, when a teacher appreciates conductwith material things, he/she turns the desirable conducted into someform of work (Emmer&amp Evertson, 2016).This has a possibility of lowering the value of conduct intosomething that is optional. Also, students may develop a peculiarsense of ownership and feel that they have to receive appreciationfor merely behaving in the expected way.


Itis challenging for teachers and school administrators to combat thechallenge of learners who operate as adults. Efforts that embrace thelocal culture and connect to the lives of students are necessary toaddress the challenge. According to Dufuret al. (2015),a supportive school environment is instrumental in counteringexternal challenges. However, the influence of the educators on thestudents’ behavior outside school is limited to the availableresources and jurisdiction(Dufur et al., 2015).Therefore, working in liaison with other stakeholders in thecommunity who are concerned with the responsibilities bestowed onchildren can be a productive move.Dufur et al. (2015) agree thatthe enforcement of the preferred behaviors should emanate frommultiple sources. The absence of a sharp contrast between the socialconducts encouraged in school and the community assists in placingage-appropriate responsibilities in different individuals.


Dufur,M. J., Hoffmann, J. P., Braudt, D. B., Parcel, T. L., &amp Spence,K. R. (2015). Examining the effects of family and school socialcapital on delinquent behavior. DeviantBehavior,36(7),511-526.

Emmer,E. T., &amp Evertson, C. M. (2016). Classroommanagement for middle and high school teachers.New York N.Y.: Pearson.

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