The aim of the training is to equip teachers with theoretical and practical knowledge and skills on behaviour modification as an intervention strategy in promoting healthy behavior among learners.
The aim of the training is to equip teachers with theoretical and practical knowledge and skills on behaviour modification as an intervention strategy in promoting healthy behaviour among learners. The training content will provide teachers with the theoretical background of the learning theories that led to the behaviour modification.
Teachers will be equipped with strategies on how to identify learners experiencing emotional problems that result in behavioural problems and how to support them in changing their behaviour for the better in the classroom situation.
There is extensive literature on behaviour modification strategies and programs. Behaviour modification techniques are essential for addressing negative behaviour exhibited by children (Wood & Eames, 2017; Jangir & Govinda, 2018; John & Thomas, 2018).
According to John and Thomas (2019:418) behaviour modification refers to the shaping of individual behaviour by identifying undesirable responses and specifying constructive behaviour. In South Africa, there is proliferation of media reports on unhealthy behavioural patterns observed from school’s learners. These unhealthy behavioural patterns range from bullying to killings among the learners in schools, communities, homes and other areas of developments which have been reported in many social media platforms from different provinces in South Africa.
Behaviour modification is therefore needed to help redirect the unhealthy behaviour patterns of learners in schools so that teaching and learning can be focused on (John & Thomas, 2019).
Self-regulation is one of the highly effective techniques in behaviour modification as learners are expected to regulate behaviour and thus exhibit acceptable behaviour in various contexts of their lives. McClelland et al. (2018:115) define self-regulation as “aspects of adaption, as people alter their thoughts, attention, emotions, and behaviours to react to contextual events and, as well, to influence selected features of their contexts”. Finally, Marteau, Dieppe, Foy, Kinmonth, & Schneiderman, (2006), indicate that though the relatively small investment in preventing health and behavioural sciences, there is evidence for the effectiveness of behaviour change interventions at individual, community and population levels.
Furthermore, these authors maintain that to maximize the potential efficacy of interventions, it is necessary to understand behaviour and behaviour change: in other words, it is necessary to have a theoretical understanding of behaviour change meaning that theory represents the accumulated knowledge of the mechanisms of action.
Learning Outcomes:
Understand theories of behaviour modification and their relevance to teaching and learning
To assess and define problem behaviour in children
To differentiate between healthy and unhealthy behaviour in children
To differentiate between punishment, discipline and behaviour modification
To understand and differentiate between rewarding and sanctioning behaviour
To know the significance of self-regulation in advancing healthy behaviour in children
To design and apply support strategies to enhance healthy behaviour
To know when to refer a child with problem behaviour to specialist
To understand the aetiology of behaviour and its significance to human development
The University of Pretoria established two campus entities in 2000 following a strategic decision to develop a formal structure to organise its interaction with the private sector and government.
These two entities – Business Enterprises at University of Pretoria (Pty) Ltd and Continuing Education at University of Pretoria Trust – ensured that the University’s external research and continuing education activities could be managed from a business foundation to generate additional income for the University and its personnel.
Enterprises at University of Pretoria Trust was formally founded in 2008, and became operational as the official corporate holding entity for the Group.
In January 2016, the three companies were consolidated into one company – Enterprises University of Pretoria (Pty) Ltd – with the University of Pretoria as the sole beneficiary.
An overview of the annual activities of all the entities in the company reflects the magnitude of investment through many hours of dedicated effort and venture funding in a complex platform of diverse outputs.
By utilizing embedded knowledge, combined with an ethical business approach, an environment of credible growth is ensured, supported by the excellence for which its contributors are known.
Community involvement – through corporate social investment and enterprise development activities – affirms the company’s commitment to its values and mission. Enterprises University of Pretoria works closely with initiatives that support social upliftment and entrepreneurial ventures.
We empower others through our corporate social investment and enterprise development activities.
This generic assessor unit standard is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments.
If you are seeking a new career, but have little time to study, you may want to look into a skills development programme.
The IIE Higher Certificate in Early Childhood Care and Education will prepare you to start a career in teaching and facilitation in Early Childhood Education (birth to 4 years).
This is an entry-level Qualification for those who want to enter the field of Education, Training andDevelopment specifically within the sub-field of Early Childhood Development (ECD).
The course is structured that prospective teachers are taught how to teach both from a structured textbook and how to teach 'Survival' style with little or no materials. This is a 1-week intensive course that covers all the basics to make the prospective teach the best that they can be.
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