Positive Reinforcement
From WikEd
[edit] Descriptions, definitions, synonyms, organizer terms, types of
Positive reinforcement is a stimulus that follows an event and increases the chance of this event reoccurring (Wolfgang 272). Positive reinforcement is a behavioral principle that is used in the Behavior Analysis Model so that students learn positive behaviors from observing positive models (Wolfgang 32).
Positive reinforcements can be a tangible object, an activity, something sensory, or social. If the behavior increases or is maintained in order to receive the desired stimulus, then it is a positive reinforcer (Bowen, Jenson, and Clark, 2004).
[edit] Application in classrooms and similar settings
Jane Bluestein (2004) offers a quick guide to reinforcing behaviors. Included in her list are:
- Use positive reinforcement to strengthen already existing behaviors
- Watch for a tendency to praise. These statements can appear manipulative to students.
- Avoid praising one child to motivate others.
- Avoid using teacher approval as a means to reinforce desired behavior. Use behaviors such as a wink, smile, touch, to indicate that you are pleased.
- Phrase reinforcements as affirmations or acknowledgments
- Describe desirable behaviors in specific terms
- Look for the positive! (81)
[edit] Evidence of effectiveness
Positive Reinforcement has many proponents, with plenty of research to support their position. Positive Reinforcement falls under the heading of [Behaviorism] and the research of behaviorists, among them [B.F. Skinner].
[edit] Critics and their rationale
Alfie Kohn, in his well known book Punished by Rewards gives a number of strong criticisms of the use, and as he would describe it, dependence on positve reinforcement. His arguments stem both from research, and from a belief that forms of reinforcement are harmfully manipulative, and foster dependence, as well as a false "Just World" outlook. (Kohn, 1993)
[edit] Alternative explanations due to Diversity considerations
In his article "Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools" Maag conjectures that one reason punishment is more acceptable than positive reinforcement is because "people believe they are free to choose to behave in responsible ways to avoid punishment." (quoted in Maag, 2001 from Maag, 1996). In other words, our societal values of independence, and a historic (often religious) tendency to view the world in terms of being punished for bad or immoral behavior tend to predispose us to treat inappropriate behaviors with punishment, rather than focusing on the value of positive reinforcement for doing the right thing.
[edit] Signed "life experiences", testimonies and stories
I think that positive reinforcement is so important in the classroom. Children need this especially if they come from home environments where they never hear any type of praise only what they can't do. Sometimes as a teacher it can be easier to say don't and stop because students often don't have respect for themselves, especially the teacher. Yet doing things such as using "I" messages, giving praise verbally and non-verbally can really contributes to the child's social and emotional development of feeling good about themselves. Camille Unzicker
I had a chance to observe a perfect example of positive reinforcement while working at the junior high last week. The teacher constantly and consistently praised the students, ignored small infractions and was encouraging no matter what answer he got. One student was totally off track with his answer and the teacher's response was "no, but you are thinking and that is what I enjoy seeing you think, listen to others and try again." Every minute or two he was saying somthing positive; he did have consequences for behavior that disrupted the class (3 red slips and you are out. He handed out thank you notes that the students filled out, so there was a visual also. The most amazing thing was seeing these students in other classes, they did not behave and interaction was minimal. I observed a few students in three different classes. Proof positive that if you can do it, positive reinforcement out weighs negative. Teresa Hibler
I teach 8th graders. When I look over my classroom management plan or my established classroom rules and consequences, I really do not see a deliberate implementation of positive reinforcement anywhere. However, I feel that I do use positive reinforcements constantly. Smiles, little phrases of praise like, "Hey, good job.'" although a little corny go a long way. Being a middle school teacher, I have observed that negative reinforcements and punishments can work well for students if they are placed in the form of rules and consequences. On the other hand, when positive reinforcements become part of the rules, they become less effective. The power in positive reinforcement at this age level is in the perception of genuineness. H. Ro
How many times have teachers lost an opportunity to praise a student, even of a seemingly insignificant act or word. Learn different sysnonyms of praise - attaboy, waydago, excellent, awesome, wonderful, stupendous, etc. Everyone needs a pat on the back once in awhile. M. Uhls
I believe in positive behavior reinforcement. We have to remember who we are teaching...children. Many students in my school come from low-income areas and they rarely even get to see their parents. They spend so much time in the schools and when they can come and feel safe, understood and loved, their behavior tends to change for the better. Of course we have our students who seem unresponsive to any kind of positive reinforcement, but maybe their strengths have never been seen or commented on. I know I feel better and work better when I feel supported and appreciated and children need to feel that way too. JP
I don't think positive reinforcement requires a student to physically receive something. A student who has been struggling throughout the semester, and finally, received a good grade on an assignment will respond better to a big smile and a pat on the back. I feel the simple aknowledgement makes the student feel the effort was worth the praise. l. gowler
I used to baby-sit for a child with special needs. He often got impatient when he didn't get his way, but it was hard for him to talk about this since he had speech problems. In response he would often cry or scream. It was hard to ignore this because I understood his frustration. When he did try I would encourage him that he was making progress and he would stay motivated, when he would start crying I would not say anything and not acknoweledge it and he would almost always stop being upset and try again! S. Peduzzi
I think positive reinforcement is crucial in a student's life. Students need to receive feedback on their behavior and performance so they will be encouraged to keep up the good work or to keep improving. I have found that once I have had a talk with a student who would normally misbehave in class by being disruptive, that once he got back in the classroom and I noticed he was on-task and acting appropriately, I would reinforce him positively by saying something like, "Thank you for doing such a great job right now! I appreciate it!" The student would then act appropriately and make a positive change in his actions for the better. Usually a nonverbal message works too, such as a smile, nod of the head, or thumbs up to let the student know you are pleased with the behavior you are seeing. Anything to let the student know he is performing at the level of expectation is beneficial, in my opinion. ~K. Kleckauskas
[edit] References and other links of interest
See Reinforcement, Negative reinforcement, and Punishment
Why Positive Reinforcement Works
Bluestein, J. (2004). Practical Strategies for Working Successfully with Difficult Students. Bellevue, WA: Bureau of Education and Research.
Bowen, J. M., Jenson, W. R., & Clark, E. (2004). School-based interventions for students with behavior problems. New York: Kluwer Academic/Plenum.
Kohn, Alfred. (1993) Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Houton Mifflin and Company, Boston.
Maag, John W. (2001) Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools. Exceptional Children, 67(2) 173-186.
Wolfgang, Charles H., Solving Discipline And Classroom Management Problems: Methods and Models for Today’s Teachers; U.S.A, John Wiley and Sons, 2001.
