Recognising And Rewarding Positive Behaviour

This encourages the child to continue the positive behaviour and they will be rewarded with positive attention and something for example as a toy or treat.

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

Regardless of age, we all like to be noticed and praised for something good that we have done. Research has shown that in order to balance out a negative, we need to be given 6 positives. It is important therefore, to recognise and reward positive behaviour, especially for those pupils who perhaps need to be reprimanded more than others. Whilst it can be easier to simply react to the negative aspects of a child’s behaviour with “don’t do this, don’t do that”, it is also really important to point out what they are doing well, whether it’s sitting nicely, listening well, joining in, following instructions, etc. It is also important not to forget those children who always behave appropriately and openly praise them too. In the 1940’s BF

A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

It is important that the adult influences of the classroom recognise and praise the positive behaviour of individual pupils – especially those who struggle to maintain good behaviour and tend to be told off more than others. It is also essential to praise constant good behaviour (from pupils who never misbehave) to avoid the development inappropriate behaviour. Children respond to all kinds of positive praise. In my setting, the class teacher and LSA’s often add positive words like ‘fantastic’, ‘brilliant’ or ‘well done’ when acknowledging their input towards the class. We also use house tokens to

Skinner also found that there are unexpected positive reinforces such as when a child behaves badly just to get the attention of their carer. Once they get the attention even if they are scolded

In any environment there needs to be clear boundaries and rules, and these need to be made easy to understand and achieve for children of all ages and abilities. A consistent approach to dealing with conflicts regarding rules helps to avoid any misunderstanding for the child. As already mentioned, a child seeking attention will gain this in the way easiest to him or her, and if attention is usually only given following negative behavior, then this how the child is likely to behave. Positive encouragement and praise should be given as often and as emphasized as negative comments as this will help the child acknowledge that good behaviour is just as, if not more so rewarded than undesirable behaviour.

One relevant example of the significant differences between Skinner and Rogers’ theories involves praise and encouragement in the classroom. The behaviourist approach by Skinner recommends the use of praise and rewards, whilst the humanist approach by Rogers relies on encouragement. On the surface, praise and encouragement may seem similar, however, in practice, they have varying effects on students.

Today's session went well. Ja'Dyn and the counselor assessed his concerns regarding school and evaluated what causes him to engage in some many negative behaviors. Ja'Dyn expressed his concerns and was very engaged in the conversations. The counselor and Ja'Dyn discussed his behavioral plan for school regarding what he's allowed to do when he gets upset. Ja'Dyn expressed he's allowed to walk the halls until he's calm enough to return to class. The counselor assumes this means Ja'Dyn has a 504 in place at school but will verify with mom if Ja'Dyn does have a 504 and IEP.

Teachers of students with or at risk for emotional or behavioral disabilities (EBD) face countless stressful professional challenges throughout their careers. Students with EBD are being scattered amongst General Education classrooms and can often exhibit behavioral changes in which many teachers who have not had proper training or experience in managing may find overwhelming. One strategy to help maintain engagement and reduce behavioral challenges in a classroom that includes students with or at risk for EBD is to increase the rate of Behavior-Specific Praise (BSP). Offering students praise in the form of a statement which explains which acceptable behavior they are being praised for can enhance the student’s ability to remain on task and engaged in classroom activities and discussions.

Teachers need to be consistent with their approach to praise. According to Cowley, S (2001) there are basic rules to behaviour management which includes consistency as well as others…

My description to a committee member who has suggested we use negative words such as “don’t run” would be; “When we use our behavior matrix we need to remember to leave out any negative words, such as don’t, no, stop, and words that would make us focus on negative behaviors. We need to remember when we are careful with our words we use we can make communication more positive. We need to be positive and have faith that our students will gain positive reinforcement in their everyday behaviors by setting examples. When we model positive language, we encourage students to make a choice to have positive behaviors, we as adults need to be careful with our words we use with students.” (Want Positive Behavior? Use Positive Language.

B.F. Skinner states in his Behavior Management theory that behavior is learned through positive reinforcement. (Lynch, 2016) I believe that in order to create a kind and caring environment this is the best strategy to approach students with. I plan to try to always praise my students when they are

One positive behavior that I currently engage in is working out at least four times a week for at least forty minutes. I do both cardio and weight training. This behavior is a positive outlet for lowering stress, increasing time spent with friends, and helps prevent many conditions such as heart disease and cancer. Another positive behavior that I currently engage is reading. Not only does reading provide an escape, but stimulates my mind. I try to read literature that is both assigned academically and other works that I find interesting. I read at least an hour every day.

‘A relaxed warm and supportive ethos stems largely from the style and manner of the relationship you establish with the pupils. Being relaxed yourself, and in particular dealing with any pupil misbehaviour calmly helps pupils to relax too. This better enables pupils to develop curiosity and interest in learning activities.’ (Kyriacou, 2007 page 69.)