Classroom Management

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Classroom Management Theorists and Theories/Burrhus Frederic Skinner < Classroom Management Theorists and Theories Contents 1 Overview of Skinner's Theories of Classroom Management 2 Implementation of Skinner's Theories 3 Critique of Skinner's Theories 4 Questions for Consideration 5 References Overview of Skinner's Theories of Classroom Management[edit] The Theory Skinner believed that the goal of psychology should be practical (Lieberman, 2000). As it relates to education, Skinner believed the goal of psychology should be to find ways to make education enjoyable and effective for all students. His learning theory relied on the assumption that the best way to modify behavior was to modify the environment. Skinner was a…show more content…
A primary conclusion from both of these hypotheses is that teachers looking to find a highly salient reinforcer should look for activities that students prefer to do in their free time (i.e. highly-probable behavior). Skinner also developed the concept of the “reinforcement schedule”. Reinforcement schedules are divided into two categories: a) continuous reinforcement schedules (CRF), in which every desired behavior is reinforced every time it occurs, and b) partial reinforcement schedules in which behaviors are reinforced based on ratios (reinforced after so many occurrences) or intervals (a reinforcement delivered after a certain time interval). Partial reinforcement schedules may be fixed (i.e. a reinforcement after 3 behavioral occurrences [fixed ratio] or a reinforcement after 3 minutes [fixed interval]), or variable (i.e. the ratio or interval at which reinforcement is given is random, but averages to a specific amount). It has been found that variable partial reinforcement schedules are more effective in improving the frequency of an operant behavior and in limiting its extinction when reinforcement is no longer delivered. The later effect is particularly true when compared to continuous reinforcement schedules. This finding suggests that teachers using reinforcements in their classroom suggests that teachers using reinforcements in their classroom should be cautious of seeking to reward
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