High Tier Punishment

They were able to control the curricula and everything about the entire learning experience along with conducting small scale complimentary experiments to better understand why the effects observed were happening. The hope was to determine which key skills children should acquire to prepare them for later success. The overarching theme in this experiment was that parents, teachers, and students from preschool to ninth grade were motivated to perform better when they were incentivized. Additionally, when students and teachers were provided with an incentive and threatened with the loss of the incentive, everyone preformed

My parents use positive sanctions to teach me mostly. For example, when I do great jobs like helping to clean up the house, taking care of my younger brother, and so on, they will buy some snacks for me and praise me. Because of the rewards, I am willing to behave appropriately. Additionally, while I am enjoying what I get from them, they tell me why they hope me to be well-behaved. Through their words, I realize that behaving decently not only lets me get delicious snacks but also makes me become a respectable person. As a result, I think their ways to teach me are effective.

The use of material rewards to encourage and reinforce good behavior among children is a common phenomenon for many years, especially used by parents, teachers and any adult figure in their lives. However, throughout the years, many research conducted challenged these behavioral learning theories (Grey & Bjorklund, 2014). Research and experimental work have highlighted that material and external rewards, tends to have a detrimental effect on learning, resulting in a decline of intrinsic motivation and the performance of the previously unrewarded activity (Leppen, Greene & Nisbett, 1973). This outcome is coined as the ‘overjustification effect’. This result presumably occurs because children will perceive external rewards as their main motivation of performing activities, overpowering their initial intrinsic motivation (Morgen, 1983).

Educational researchers are continuously developing a myriad of strategies and techniques to increase the growth of successful students. Teachers are made to attend yearly workshops and seminars enlightening them on the newly discovered methods of discipline that promise to yield the desired pupils. Many of these methods foster stringent classroom education and regulation, that create an environment of intimidation and fear-driven submission. However, educators with these stern class structures are shown to produce bleak improvements in academic achievement. Contrary to popular belief, the arguably most powerful method of teaching is accompanied with positive reinforcement opposed to popular draconian initiative. Positive reinforcement focuses on recognizing and rewarding the strengths of students instead of bringing attention and punishing the weaknesses. Creating an encouraging surrounding for students, using positive reinforcement, establishes the motivation and engagement necessary for students to flourish behaviorally and academically.

Operant conditioning is an exceptionally powerful psychological explanation of how individuals act in various settings, such as how children behave in the educational or classroom setting. Reinforcement is a simple, yet demanding, way for teachers to modify children’s inappropriate behaviors in the classroom to make them increasingly appropriate for the setting. I am a strong proponent in the belief that reinforcement should be utilized in the classroom because reinforcers can increase positive behaviors while decreasing negative ones if used correctly and consistently. I also want to make it clear that while I believe in reinforcing suitable behaviors, I think it is a good idea to try as best as one can to not reinforce behaviors that unsuitable

Two of the teachers I work with a lot have a very good rewards system going as a way of reinforcing good behavior. The first teacher uses a rainbow chart and when the students get to the top they get to choose a prize from the bucket. The other teacher uses a marble system. Each table and student has the chance to gain marbles along with the class as a whole. If students are listening and behaving they may get marbles to put in their tables container. If the whole class is doing an awesome job, the marbles get put into the classes jar. When the students get enough marbles their table gets a prize or reward of some sort, positive reinforcement. The kiddos get so excited when they get a prize. Negative punishment is used when they are misbehaving. The students can also get marbles taken out of their tables jar and

It occurs when the behavior or response produces a new stimulus. A positive reinforcement could be extra recess time or if a student achieves higher on 2 out of the three exams the last exam would not need to be taken. Doctor Meyerson enforces this approach in his classroom and it gives his students something to strive for. Woolfolk, states that research has shown that the operant behavior can be altered by changes within the antecedents, the consequences or both. This would include a reward system based upon the teacher 's position as stated above with Doctor Meyerson 's award system. However, we also have Negative reinforcers. This reinforcer is undesired by the child, but it is needed to maintain authority within the classroom. According to Woolfolk, if a consequence is prevailed this will determine to a great extent if the student will repeat the behavior that led to that consequence. This is why we have reinforcers. Reinforcers strengthen the consequence in which it follows. A negative reinforcer would be something that would be take away from the student, (recess) until that behavior is considered appropriate by the adult.

A staggering twelve years is spent in school learning about a variety of pertinent subjects. Teachers, the people that work in these learning institutes have used both reward and punishment to guide behavior. For instance, some teachers offer a prize to whoever gets the highest score on a test. While others choose to take away free time to those who do poorly on a test. All those programs are put in place with the goal of improving performance. Unfortunately, not all systems are successful. In fact, some are incredibly more effective than others. Perhaps, the consequences of a behavior dictate the outcomes next time. The question posed by this is, “Do punishment and reward operate as distinct factors in influencing behavior?”

In the book “Discipline and Punish,” Foucault illustrates the history of the modern penal system, while at the same time seeking to analyze punishment as a social aspect. Also, the book covers the effects of power dynamics on the penalty. The book begins with an analysis of the historical situations before the 18th Century when the primary forms of punishment administration were public execution and corporal punishment. Investigations regarding criminal offenses were mainly carried out through torture (Crisp, 2003). The penalties were ceremonial and directed towards the body of the prisoner; the audience was necessary during the ritual. The public executions were considered to the kingdom as they established the authority and power of the king. During the 18th Century, there were many agitations for reforms on punishments. The reformists got the motivations from the need for the considerations of the prisoner’s welfare. Foucault and other people thought that the system was not taking care of the well-being, and hence there was a need to make operations of power more efficient. The agitations led to the proposal of a theater of punishment where a complex system of representations was publicly displayed. The sentences were related to the crimes and hence discouraged people from lawbreaking.

A lot of a child’s behavior comes from their parents, if a parent takes a stricter, or more authoritative parenting style, it could have negative consequences on child's behavior. According to the article, Harsh Parents Raise Bullies— and Their Victims, by Tori Rodriguez, “one study, researchers at the University of Washington and Arizona State University conducted a retrospective study of 419 college students and found that ….Both permissive and authoritarian (strict) parenting styles, on the other hand, were positively correlated with bullying other kids, according to the results published in January in Substance Use and Misuse.” This shows that when parents are more strict or negative toward their children it can have negative consequences with a child's behavior. This just shows, how important it is to have a positive attitude with your children. When I was a child, if I ever got in trouble, my parents would always separate me from whoever I was getting upset with and calm me down. They never once said anything negative or threatened with anything more serious that taking away my DS. This is also mentioned in the podcast, Go Big, where they discuss the program in Harlem run by Geoffrey Canada. His program works with disadvantaged kids and their parents to create a better learning environment. One of his programs, Baby College, worked with mother with infant babies, to help them learn how to raise their children. One of the topics they discuss in depth is punishment, specifically the use of

Experimental literature provides abundant evidence on the willingness of individuals to take costly action to affect others, even if such yield no future benefits.

Being an educator is a very challenging job. The slightest things teachers say or do affect the child’s working ability, independence, and motivation. Children look to adults for approval and guidance so teachers need to make sure they are practicing certain techniques and phrases to get children less dependent on their approval but rather more independent on their education. It’s important that current and future educators know what to say to children so that they are pushing themselves to their highest ability rather than taking the easy way out just to please the teacher and get a sticker. I think that it’s vital that intrinsic rewards are used in the classroom rather than extrinsic.

did luckily, have a few teachers who realized my disruptions were made from boredom and not malice so they were able to give me extra busy work to keep my mind from getting me in trouble. In elementary school I had a teacher, named Mr. Padgett, who would always keep me busy, with crosswords or coloring activities or books, so I would not become a nuisance to the class. He was able to recognize the fact that I was a smart student who would drift and lose interest because I already understood everything that was going on. He was also one of the first teachers to encourage me to work on my spelling and try out for the spelling bee that was held at my school. Another teacher that I had that encouraged me to be my best self was my painting teacher in High School. I was a sophomore in high school when I took a ‘Painting 1’ class and it opened my eyes to a lot of

I think that most kids learned a lot through punishment by removal because they do not like it when their stuff or time is taken away. Punishment by removal is defined as “behavior is punished by the removal of something pleasurable or desired after that behavior occurs” (Ciccarelli, White 185). I can remember when I was little, I never wanted to do my homework. I had a neighbor that was my best friend, and everyday after school, I would want to go out and play with him instead of doing my homework. My mom always made me do my homework before I was allowed to go out, and everyday I would complain and refuse to do my homework first. She made me stay inside till I finished all of my homework, so she took away my playing time until I did my homework because I needed to learn that doing it and doing it right was more important than 30 extra minutes

One type of intervention is rewarding desirable behavior. Kosakowski (1998) utilized an ABA reversal design study that examined the effects of punishments versus rewards on tardiness to gym class among ninety 8th grade students. Student tardiness to class was observed and recorded for five days with no attempt to correct the behavior. Quantitative data were taken regarding the number of students to enter class after the tardy bell had finished ringing. After the baseline observation teachers held students accountable to school tardiness policies (punishment) for five days. In the third phase, negative reinforcement was withdrawn and students were only observed. The next interval involved