Positive Reinforcement Strategies In The Classroom

Parents should eliminate the use of physical punishment as a form of reinforcement for children because it could possibly lead into the act of child abuse; instead, parents should try alternate methods for teaching children acceptable behavior.

A. The teacher classroom manages the classroom in an extremely positive manner, and is strong on positive reinforcements. When she speaks to her students, her voice is soft and calm which allows her students to remain calm to correct their behavior. Students are aware of the classroom expectations and the proper behavior when they are working with other students. When the class is transitoning between activities she is clear with what they are expected to do, and how it should look like. When the whole class is not able to complete the task she does ask them to correct the behavior and allows them a second opportunity to successfully transition. Positive classroom management shows that students behave in a positive way and are less likely to

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

Her flexibility is an important key in being able to reach every student individually. Mrs. Thompson mentioned in conversation although the children are grouped by the school based on commonality of skill level, she finds every year that the skill level is still very varied. With that said, it is imperative as a teacher that creative ways be implemented to allow each student to learn equally verses “teaching to the middle.” By “teaching to the middle” often times the children who fall behind continue to struggle while the students who are more advanced lack a challenge. Chanel mentioned one way to combat this would be to pre-plan agendas because organization is a key component to a successful classroom

One aspect that will be discussed in this particular Eco-map will be the positive reinforcement that is received from being a father. The psychology characteristics are positive and emotionally solid. Dennis Jr. is his name and we have an outstanding relationship. Therefore, my thoughts toward my son are nothing less than love and satisfaction. Brianna Smith is my wife, we currently are not living together. The psychological stand point for this family member would be emotionally distressed. We have communication issues which leads to a negative thought process. Furthermore, we still have a relationship and will continue to work hard at being great parents. In addition, my daughter is six months old and we have a bonding relationship.

Mark’s teacher should begin by implementing differential reinforcement with Mark. Differential reinforcement is used to decelerate undesirable behaviors by reinforcing alternative behaviors. Reinforcement increases the likelihood that the behavior will occur again in the future. Therefore, these reinforced alternative behaviors are acceleration target behaviors. There are four main types of differential reinforces, including incompatible behaviors, competing behaviors, any other behaviors, and a low frequency of the undesirable behavior (Spiegler, 2015).

Literature suggests that positive learning environments are built on student – teacher relationships and that these relationships provide the critical foundations upon which to support positive learning. As a mathematics tutor who recently completed an honours thesis based on student understanding, I stand in full agreeance of the literature, before I can adequately tutor a struggling student I need to understand how that student learns. This understanding of student learning is best gained through building a positive relationship with the student and as stated by Skemp (1976) ‘talking with the student, is undoubtedly the best way to assess which mental processes were used’. I believe students must feel that their learning is important, be

Unfortunately, misbehavior overshadows positive and compliant behaviors. Teachers should realize that successful classroom management requires a teacher with an overt strategy to recognize, acknowledge, and reward the behaviors that he or she wants to flourish. We should understand that affirmation is the most positive behavior of all. Every student needs to feel that he or she will be accepted even when his/her behavior is not. Teachers should constantly model positive reinforcement for students by encouraging good behavior in the classroom. We should always think to give four positives with any corrective feedback given. (Jim Fay, David Funk, 1995) Positive Classroom Management is a set of proactive strategies that create a structured

The article, Using Positive Behavior Support to Design Effective Classrooms, focuses on three specific areas to create an effective classroom. The focus is on creating rules and teaching those rules to students, acknowledging positive behaviors, and dealing with discipline problems. This is all done, according to the article, after a classroom assessment has been completed.

In the article, “ Is Positive Feedback a Forgotten Classroom Practice? Findings and Implications for At-Risk Students” written by authors Sprouls, Mathur, and Upreti, the authors set out to examine the current state of classroom feedback practices among teachers. Their findings were quite harsh. They came to find quite a lag in positive feedback with students who are most “at risk”. These students who are classified as at risk, are most commonly students who have emotional and behavioral disorders or EBD. In the study, a pool of 56 teachers were recruited from 8 various schools and were asked to implement student risk screen scaled tests. In this observation, teachers were being observed and coded by the amount of reprimands, ultimatums, consequences,

Is grouping students by ability used in your school? How is that done? How do you see your cooperating teacher differentiating their instruction? Do students get any choices in the way they demonstrate what they have learned?

The purpose of this action research project is to pursue methods to reduce the number of dorm infractions with a high school girl’s dormitory. The second objective for this action research project is to subconsciously motivate residents to pursue good behavior and actions without having to instruct them to do so. When all parties are operating on an equal level of respect and understanding, there is greater flexibility and therefore a better quality of life for all parties involved. If there is a relationship between the faculty and students that is based on trust and respect, as opposed to opposition and anger from being corrected for their actions, then the smaller dorm community will continue to prosper and be a desirable place to live where students and faculty strive to be the best possible version of themselves and a positive contributor to the greater society.

If I recall from my undergraduate days, positive reinforcement occurs dependent on a behavior occurring when reward is presented that’s dependent on that behavior. A few years back, a student and parents were sitting in my office and the mom says, “Mi hijo, you did not know English five years ago, and now you are helping your brothers with their homework. In a few more classes, you will learn to do this and be able to help your brothers too. They learn so good from you.” I am always fascinated by moms and dads that can use positive reinforcement as a powerful tool to achieve a variety of agenda in regards to keeping their children motivated academically. For many of my immigrant parents, the term “positive reinforcement”

Classroom reward systems provide teachers and students with guidelines to follow when dealing with behaviour. Every school has some form of behaviour management in place to deal with both good and bad behaviours and children with special needs who often need structure, planning and daily goals. Integrating technology into classroom reward systems, rewarding good behaviour, hard work or improvement, can have a positive impact on students, as Merrett, A., and Merrett, L. (2013) described, due to the materials being more stimulating and more interactive than other methods commonly used. Also digital rewards systems are easier for educators to edit and tailor to students or classrooms, individual needs, abilities and/or year group.