BEHAVIOR REINFORCEMENT Overview
Positive reinforcement The presentation of a reinforcer after the desired behavior has been demonstrated. This action increases the occurrence of the desired behavior in the future. Example: A teacher acknowledges a student’s effort and persistence in completing a timed assignment.
Stating the obvious Educators have different views about reinforcement and how it should be used. Some view positive reinforcement techniques as a form of bribery offered to the students to get them to do what they should be doing in the first place. Other educators say that too often classroom management involves negative reinforcement or punishment that is counterproductive to student success and student motivation.
Research indicates An over reliance on punishment in schools has not resulted in positive behavioral outcomes for students. Punishment is often viewed by educators as a quick way to change behaviors; but in fact it does not provide an appropriate model of acceptable behavior and is not effective. (Kohn, 1993, Shea and Bauer, 1987)
Are we slacking on the positive reinforcement? When a student is in elementary school, the teachers tend to bend over backwards to give verbal praise and other types of positive reinforcement. By middle school and high school, teachers pay more attention to undesirable behaviors and less attention to appropriate behaviors. What is your professional reaction to these statements? Do you find this information accurate? If yes, what can be done to make a change? Will the change make a difference? If reinforcement is so important, then why is it such a challenge for teachers?
Reinforcement Guidelines Set clear and concise guidelines so that learners understand expectations and consequences related to desired behaviors. Visual cues are important to remind students of expectations for reinforcement. Guidelines and expectations should be reiterated daily to set the tone for the classroom. Reinforcement should be administered immediately following desired behaviors in order to be effective. Reinforcement must have a value to the student. Quality is in the eye of the beholder. Verbal praise should be combined with the reinforce. For a reward to actually be a reinforce, it has to result in an increase of the desired behavior.
Praise Verbal praise is an intrinsic motivator. It not only motivates, but it provides important information to the student about whether they are moving in the right direction to increase their likelihood of success. Praise can build self-esteem, provide encouragement, increase time on task, and foster a close relationship between the teacher and student (Brophy, 1981). WHEN IS IT MOST EFFECTIVE? When given: immediately frequently enthusiastically sincerely authentically with good eye contact using a variety of praise statements With an accompanying brief description of the behavior being praised
Learning Earnings
PAWS – school wide & Classroom