本文主要讲的是行为主义，后果:任何行动都有后果，可能是积极的，也可能是消极的。课堂上进行了大量的正强化练习。这些包括对学生微笑，向家长表扬他们的能力，评论他们的特殊努力，并给他们更高的分数。消极的后果是给没有完成作业的“不及格”学生打分。由于那个学生没跟上功课，大家都在努力训斥他。此外，这是一种内在的动机。只有当学生对不参加这个计划有一种健康的恐惧时，他们才会努力(Churchill et al.， 2013)。本篇论文代写文章由美国论文人EducationRen教育网整理，供大家参考阅读。
Consequences: Any action has a consequence, and these could be positive or negative. A lot of positive reinforcements were practiced in the class. These included smiling at the students, praising their ability to the parents, commenting on their special efforts and awarding them with higher grades. The negative consequence was grading the students in the “Fail” category for not completing the works. Efforts were taken to reprimand the student for not keeping up with the work. In addition, this was an innate motivation. The students take an effort only when they have a healthy fear against not competing in this scheme (Churchill et al., 2013).
Extinction: Efforts were taken to reduce or make certain practices extinct. These included telling the students to not correct the other person while they try to talk in English. The efforts to reduce shyness were taken in the classroom discussions (Peñarroja et al., 2015).
Modelling: It is based on observational learning. Bandura has stated that modelling is the basis for creating of the Child behaviours. The children were taught to discuss their issues in English and not make the other person feel bad for trying to speak the language.
Shaping and cueing: This is gradual changing of the students. Towards the end of the course, it was observed that there was a definitive improvement in the speech of the children while speaking the English language. At the same time, efforts taken to study the language further. This shaping of behaviours was encouraged in the classroom. The cueing efforts that were taken in aiding the child were to teach the child to encourage the other person while talking. This is done by looking into their eyes and genuinely listening (Pennington, 2014).
Behaviour modification: It was the method where efforts taken to eliciting better classroom performance. The students were made to discuss about the specific outcome and what they expected in the classroom.