Positive reinforcement within the classroom

Positive funding within the classroomPositive living within the classroom. prep atomic number 18room management and discipline is the most ch whollyenging aspect of direction (Yost Mosa, 2002). Aksoy (2003) describes classroom environment as multifaceted, simultaneous, fast occurring, and unpredictable. This environment actor that at any time, instructors encounter to attend to a vast range of pupil reads fairly and consistently. (Edwards 2003). It is hence all-important(a) t each(prenominal)ers implement and refine strategies foc exploitation on reducing doingsal expels in order to maximise potential for discipline and ensure smooth classroom practise.Due to the annexd diversity of pupils in schools teachers now encounter a much wider range of behavioral difficulties in an mediocre class, this is partly as a result of the Individuals with Disabilities Education Act (Quinn et al., 2001). Interestingly the most common entreat for assistance from teachers relates to doings and classroom management (Rose Gallup 2005). Disruptions in class take up students valuable learning time and decreases potential learning opportunities of the class. (Witzel Mercer Miller 2003, Cains Brown, 1996)Teachers who regularly encounter problematic behaviour often report increased amounts of stress and frustration (Browers Tomic, 2000). This in some circumstances chiffonier halt teachers question their capability for their role (witzel, Miller and Mercer 2003). The importance of classroom management in reinforced by Shinn, Ramsey, Walker, Stieber, ONeill (1987) who found classrooms frequently experiencing behavioural disruptions had little time engaging in learning, and pupils tended to leave school with lower grades comp ared to peers.Within the literature it is clear that there is a wide spectrum of strategies apply by teachers to increase forcefulness of behaviour management strategies. Some educators argue strong discipline and climb limits are mos t effective, others assume creating an exciting curriculum works best. tout ensemble strategies highlight the importance on how to fare, pupil responsibilities and adhering to class and friendly norms. It is too clear that many of the strategies identified have a basis embedded in psychological principle. These include behavioural, psychodynamic, biological and informational approaches. It has often been disputed how best to apply psychological theory to classroom practice. This review will counsel on the routine of tyrannical reinforcement in classroom management. Theories will be discussed, appreciated and related to classroom practice.What defines Positive reinforcement?Positive reinforcement refers to the implementation of irresponsible stimuli to desirable behaviour. Described by Skinner (1938) as operant conditioning, it is employ to increase the probability of desired behaviour occurring again (Fontana 1994). It is most effective if implemented immediately after de sired behaviour occurs and often used as a behaviour management strategy. It can be applied through with(predicate) social cues (a simple smile), positive feedback and reward/sanction systems and best used alongside a classroom context (rules and routines). Theoretical basis of positive reinforcement behavioral theories have been highly influential to positive reinforcement in the classroom, although they have not always been highly regarded by the educational community (Axelrod 1997). Nevertheless the use of positive reinforcement appears frequently within literature regarding behaviour management. It is important to identify principles underlying positive reinforcement and the criticisms to these theories. Also how these core behavioural principles can be converted to classroom practise and the issues surrounding implementing techniques.The first major contribution to positive reinforcement was Edward Thorndikes Law effect (1911) which implies behaviour that generates positive e ffects on the environment are more likely to be continued (Miltenburger, 2008). This implied reinforcement and praise cultivate essential role in mold behaviour. Shortly after this Watson (1913) describes Behaviourism. He bases his theory on the understanding that behaviour is learned and therefore can be unlearned. Behavioural transfigures are therefore due to environmental circumstances (Miltenberger 2008).Ivan Pavlov (1927) describes Classical conditioning, in which a stimulation is linked to a naturally occurring response that occurs with a different stimulus to evoke an unnatural response. This manifests in a classroom scenario such as using a finger click to attract oversight. It is a strategy used to consistently hint students to stop working. This example explains a conditioned behaviour in which pupils have been taught to behave in a specific manor to an misrelated cue. Much of his work at the time was conducted on animals within Laboratories.B.F. Skinners research h as been large in the development of positive reinforcement (Labrador 2004). He argued that positive reinforcement was more effective than punishment when trying to modify behaviour. Through his study he identifies operant conditioning which explains how reinforcement and punishment play a key role in the recurrence of behaviour. He explains how behaviour that is consistently reinforced with praise/ rewards will occur more often. He identifies phoebe bird obstacles that inhibit childrens ability to learn. These included fear of failure, complication of task, clarity, direction and lack of reinforcement (Frisoli 2008). Additionally he recognises techniques such as breaking tasks down, tell directions and giving positive reinforcement (Frisoli 2008).Classroom research that followed was based on his findings. Studies focused on adults childrearing (Baumrind, 1971) and children in a Laboratory setting (Kenney Willicut, 1964 Soloman, 1964). Most studies found reward to be more effecti ve at managing and influencing behaviour. Bandura (1965) explains these findings as a product of childrens previous conditioned responses to reward and punishment, influencing its victory in class.The Importance of Positive reinforcementPositive reinforcement refers to any event that follows a behaviour used to increase the chances of the behaviour reoccurring. It can similarly be used to motivate students. (Domjam 2003). Bracey (1994) states 15 years of research have confirmed that reinforcing behaviour can increase the likelihood that the behaviour will be performed under subsequent non-rewarded conditions. Similarly Miltenberger (2008) states disruptive behaviours can be controlled or eliminated with behavioural intervention (p11). Due to this considerable research has been conducted into the application of positive reinforcement in schools. It is used to further teaching methods, control in portion behaviours and improve social and functional skills (Miltenberger, 2008).Positi ve reinforcement techniques have however been perceived to stake individuals freedoms (maag 2001). Society perceives reinforcement as externally applied to an individual with the aim of coercing behaviour and leading them to become dependable on unessential reinforcement (maag 2001). Although an understandable concern, Akin- teeny-weeny, Eckert, Lovett (2004) describe these concerns as unwarranted. Studies have found positive reinforcement to increase intrinsic motif (Cameron, Banko, Pierce, 2001), especially rewards based on run across a performance objective (Eisenberger, Pierce, Cameron 1999).Conroy et al (2009) describes how teacher reactions play a significant role in influencing students behaviour, pupils will try to gain attention through predictable behaviour linked to common teacher reactions. For example, a teacher who focuses attention simply on disruptive behaviour will cause children to behave in a disruptive manor in order to gain the teachers attention. Teache rs should use positive attention within feedback to influence desired behaviour (Conroy et al 2009). Chityo Wheeler (2009) highlight the importance of using positive reinforcement with pupils that show signs of behavioural difficulties. Due to the nature of their difficulties and the disruptive effect on the class it is shrill to positively reinforce desired behaviour for these students (Chityo Wheeler 2009).Positive reinforcement in the classroom.ConsequencesPositive reinforcement influences desired behaviour, ignoring undesired behaviour decreases the chance of it reoccurring (Conroy et al, 2009). Rules and routines are used to counter unsuitable behaviour. They establish behavioural context for the classroom and instruct pupils on expected behaviour and the consequences if inadmit behaviour continues (Colvin et al., 1993). This method of instructing behavioural expectations is used in nearly e truly school and vital to creating a productive learning environment. Chitiyo Whee ler (2009) expand on this by explaining how appropriate behaviour can be established through modelling desired behaviour and by building naturally occurring reinforcement within the classroom environment. This involves managing inappropriate behaviour through consequences (Mather Goldstien, 2001). Rules and routines play a significant role in determining a context for consequences to be applied throughout the classroom. Consequences play a fundamental role in managing classroom behaviour and creative a positive learning environment. These are highly valuable tools used to encourage learning and prevent problem behaviour (Conroy, Sutherland, snyder, al- Hendawai and Vo 2009).Consequences should be used to further learning and stop disruptive behaviour occurring (mather Goldstien 2001). Mather and Goldstien (2001) describe a consequence approach to managing behaviour. This involves defining the problem, underdeveloped a behaviour plan, identifying an effective reinforcement and con stantly reinforcing desired behaviour. Reinforcement should occur soon after the desired behaviour occurs and used to teach appropriate behaviour, social and communication skills (Mather Goldstien 2001). Teachers mustiness select consequences that are relevant and strengthen behaviour. Bushell (1973) refers to irrelevant consequences as neutral consequences that do not affect behaviour. It is important for teachers to evaluate use of reinforcements to make sure consequences are positively reinforcing behaviour of all individuals (Bushell 1973). Positive feedbackSocial reinforcement is significant to all childrens development and very common within the classroom. Social cues including walking around the class, smiling, complimenting or commenting are vital in increasing and maintaining positive behaviours. These can be implemented verbally I like the way your group is working, Written Great or through expressions such as clapping or nodding. Skinner (1953) suggests that pupils need significant amounts of social reinforcement and positive attention in the first few years of school. He argues it establishes several generalised social enforcers including attention, approval, affection and submissiveness. It also come ons confidence and responsibility within children.Convoy (2009) found praise can improve the whole class environment. Effective praise increases positive behaviours and interactions with pupils and teachers. (Convoy et al 2009) Infantino Little (2005) describe a range of important principles governing praise Praise should be initiated by the teacher, dependent upon desired behaviour, focusing on improvement, age appropriate and structured around individual needs. These different principles describe a wide range of factors that together determine the effectiveness of praise. Despite this huge range of significant factors Smith Rivera (1993) show how praise is most effective overall, applied to specific behaviour. In the literature behaviour specif ic praise has been linked to positive outcomes for students and a decrease in negative behaviour. (Thomas, Becker Madsen 1968, Ramsey, Walker Gresham 2004) Most importantly praise has been shown to increase student motivation (OLeary Becker 1969) and have positive effects on teaching reading and maths (Gable Shores 1980).Morrison and Jones (2007) addressed the topic of Positive Peer Reporting. This positive action of saying positive things about pupils peers reduced tension, negative feelings and promote positivity throughout the class. An example of this in class is star of the week or show and tell time. This shows how praise is not just teacher orientated, but in fact can be applied throughout the class in a variety of different ways. This can help promote more learning within the class, specifically areas of development etc social skills/ personality. Despite this the effectiveness of praise in diverse classrooms is questionable due to individual differences and former exper iences of praise (Lam, Yim and Ng 2008).Infantino Little (2005) noted students preferred to receive praise for good work privately, as they prefer not to be singled out. This may infer that in school there are underlying cultural perceptions within children that performing well is a bad thing or something to be ashamed of. Teachers can combat this by using group praise/rewards or by offering a range of rewards to individualize rewards and increase motivation. Praise is a good example of a comm only used environmental event used to reinforce students behavior (Brophy, 1981). big studies suggest teachers do not praise good behavior as much as they could (Wehby, Symons, canale go 1998).Rewards systemsSchools have used external rewards to manage behavior for many decades. The use of rewards for good behavior is directly related to academic and social success (Slavin 1997). On the contrary some evidence suggests that expectations of rewards can disobey intrinsic motivation (Holt 1983 , Deci, Koestner, Ryan 1999). A reward is defined as the offering of an environmental event in exchange for participation or achievement (Craighead, Kazdin Mahoney, 1981). To successfully shape problematic behavior students must comprehend and accept rewards used to reinforce behavior. Pupils perception of a good reward has been shown to change with age (Shreeve, Boddington, Bernard, Brown, Clarke Dean, Elkins, Kemp, Lees, Miller, Oakley, Shiret 2000). This can have a major impact on the effectiveness of using reward systems. To combat this issue, Infantino Little (2005) state rewards should be in return agreed by students and teachers, realistic and deliverable.Rewards can help define behavioral expectations, recognize positive behavior and provide a safe, consistent school environment (Shreeve et al 2002). This provides students with a sense of community and self belonging which increases opportunities for learning (Zimmerman 1989). Rewards are significant in helping motivate c hildren with reading, Maths and social skills (Reiss, 2005). Research suggests reward systems are effective at improving behavior (Clifton Cook, 2012). A wide range of factors contribute to the overall effectiveness of using classroom rewards. These include perceived fairness, providing choices of reward, establishing a sense of community and individualizing reward systems. It is important that teachers evaluate their strategy to make sure these factors influence how reward strategies are implemented through school.Barriers to application of positive reinforcement.While implementing positive reinforcement within the classroom teachers face several barriers. Briesch and Chafouleas (2009) identifies that a lack of time and resources means teachers are unable to reinforce all desired behaviour within the class. Also there is a danger that the teacher becomes an unconditioned stimuli resulting in children only acting in specific ways in teacher presence (Briesch and Chafouleas 2009). R einke, Lewis-Palmer Merrell (2008) describe Locus of control being taken away from children when using lush positive reinforcement, this resulting in a loss of intrinsic motivation. It is therefore crucial that teachers evaluate how productive their strategies are in their specific class.Another major issue within the literature is that when a child is rewarded for completion of a task many times, they tend to lose interest in the actual task and focus more on gaining the reward at the end. (Kohn 1993) this can seriously impact the learning environment and have adverse individualised effects on their attention processing systems (Hidi 1990). Also noted within literature is that teachers can considerably make bad use of reinforcement and as a consequence, unintentionally reinforce negative behaviour. For example sending a student outside for bad behaviour removes the child from the unwanted stimuli (work) and reinforces their behaviour because they have achieved their goal (not ha ving to work). This means the underlying behaviour will most likely be repeated (Maag 2001).Another important fact to consider is that due to the culture of schools, and behaviour deemed appropriate, therefore reinforced, all children are being taught (reinforced) the same information subsided by the small group of individuals who write the national curriculum. This does not promote individual learning and must surely have detrimental effects on the diversity and individualisation amongst the general population.ConclusionThe use of positive reinforcement is based on a strong amount of literature that suggests behaviour is reinforced by contingent rewards. Most noticeable within laboratory experiments based on animals and food, positive reinforcement has become widely accepted as a behavioural modification strategy/tool. Due to the increasing range of pupils abilities in the average classroom teachers have to incorporate and build upon strategies that successfully promote progressio n with the vast majority of abilities encountered. In a class setting, strong rules and routines provide book of instructions to pupils that are used to direct behaviour. Verbal prompting of these rules can drastically increase the effectiveness of reinforcement.Consequences, rewards and positive feedback are used as an effective motivation tool and can supply incentives for behaving in specific ways, effectively influencing a wide range of decisions in the classroom. Praise is highly regarded by individuals and important to development of the self and social awareness. It has the ability to motivate students and build self confidence. To use reinforcement effectively through rewards, pupils must not become motivated solely by the reward, losing their intrinsic motivation can have adverse effects on individual motivation. To combat this reinforcement must be individualised for each child and teachers should incorporate a wide variety of reinforcement strategies into their classroom management strategy. It is important to note that how teachers apply positive can ultimately decide its effectiveness within the class. Strategies should be refined and built upon as children within the class develop or the teacher is at risk of reducing the effectiveness of reinforcement and sometimes impacting negatively of their education.Positive reinforcement plays a fundamental role in creating a positive learning environment for all pupils. It is important it is used correctly and this involves reinforcing desired behaviour, not disruptive behaviour. Therefore it is important I use positive reinforcement in my own teaching by utilizing rewards, praise and sanctions to build a safe environment centred to learning. I will incorporate different reinforcement strategies into my teaching. The use of peer group feedback and praise is easily applied to pupils self assessment of the lesson and can help build social relations within the class environment to further learning. intellig ence agency 2843