Describe The Student's Behavior In The Scenario

Describe the scenario. Describe the student's behavior that you wish to influence. Describe how you would use feedback and praise with your student to elicit the desired behavior Analysis of at least 100 words on how we believe this (feedback and Praise) will work to influence the behavior.

The scenario involves Student A, who has been exhibiting a pattern of procrastination over the past few months. Although her grades remain above average, she has been turning in assignments a day or two late, and this delay is increasingly impacting her team projects. She does not perceive her behavior as problematic because her exam scores and class participation are still maintaining her high overall grades. As a facilitator, I am concerned because this ongoing procrastination could eventually affect her academic performance and team collaboration. Therefore, I aim to address her behavior by providing constructive feedback and positive reinforcement to encourage timely submission of assignments and foster better time management skills.

Paper For Above instruction

The issue of procrastination among students is a common challenge faced by educators, often requiring nuanced strategies to influence behavioral change effectively. In the case of Student A, her delayed submissions despite maintaining high academic performance exemplify a phenomenon where extrinsic feedback and intrinsic motivation intersect. Understanding how to leverage feedback and praise as behavioral tools can be vital in redirecting her toward more disciplined study habits, especially since her current pattern does not yet threaten her grades but poses potential risks for future academic and collaborative success.

To address Student A’s procrastination, it is essential to employ a balanced combination of constructive feedback and positive reinforcement. Initially, providing specific and behavior-focused feedback can help her recognize the consequences of her delayed submissions, particularly how these delays may affect her team projects and overall academic integrity. It is crucial that this feedback is delivered in a non-judgmental and supportive manner, emphasizing growth and improvement rather than criticism. For example, I might say, “I’ve noticed your assignments are turning in a bit late recently, which can make it challenging for your team to stay on schedule. Let's explore ways to help you manage your workload more efficiently.”

Complementing this feedback with genuine praise for her high performance on exams and participation can reinforce her intrinsic motivation to succeed. Highlighting her strengths and progress encourages an internal desire to maintain and improve her behavior. For instance, acknowledging her consistent exam scores while gently addressing the procrastination tendency can motivate her to adopt better habits. A statement such as, “Your understanding of the material is excellent, and your contributions during class are impressive. Let’s work together so that your project submissions reflect your true potential,” capitalizes on her existing positive attributes to foster behavioral change.

Research indicates that feedback and praise influence student behavior by shaping self-efficacy and reinforcing desired actions. According to Hattie and Timperley (2007), effective feedback provides learners with information about their performance and guides future actions, while praise enhances motivation by affirming effort and achievement. When feedback is specific, timely, and delivered in a manner that emphasizes growth, it catalyzes self-regulation and goal-setting behaviors. Praising students for their efforts rather than innate ability fosters a growth mindset, reinforcing resilience and persistence (Dweck, 2006).

In this context, employing a feedback strategy that recognizes Student A's strengths, such as her academic skills, while guiding her toward timely submission, can create a supportive environment conducive to behavioral change. Additionally, setting achievable goals and providing regular check-ins can further support her in overcoming procrastination. Positive reinforcement, such as verbal praise or acknowledgment of improvements, can strengthen her motivation to maintain punctuality, thereby reducing her tendency to procrastinate.

In conclusion, an integrated approach of specific feedback combined with sincere praise can significantly influence Student A’s procrastination behavior. By emphasizing her strengths and providing constructive guidance, a facilitator can foster intrinsic motivation and develop healthier study habits. Over time, this strategy can help her recognize the importance of timely work submission, impacting her academic performance and team participation positively.

References

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