The Effects Of Positive Reinforcement Of Expectations And Consequences

A behaviourist perspective suggests that all behaviour is observable, objective and learnt from experience. It is believed that behaviour can be learnt and reinforced through operant conditioning and unconscious physical response can be learnt through classical conditioning.

In chapter six in the General Psychology course, we learned about “Learning”. We learned the types of conditions that help people learn. One of the conditions is “Operant Conditioning” where learning is controlled by the organism’s behavior. During the lecture one thing that stood out to me was that in the operant condition, there is a term called positive punishment which is used to decrease bad behavior. It is used usually by parents to discipline their children when they misbehave in order to break that bad habit.

At Hazelwood High School, they do things differently than at my school. At Hazelwood, most of the people worry about themselves and nobody else. Most of the school doesn’t get good grades and the school does not do anything about it. One day in English class Andy walked out when they were reading Macbeth because it was too emotional for Andy to handle. His friends were concerned and told the school counselor. They said, “But… but… it seems like… like… he needs help or somethin’.” Then the counselor said, “Well, I probably shouldn’t tell you boys this, but he is getting some outside counseling… So you boys can relax and be assured that he is getting whatever help he needs”(100). At Harrisburg High School, if someone had an issue like that, the counselors and teachers would be concerned, even if the person was getting outside help. Another thing about education that is different than mine is the school. In Ronda’s English homework, she wrote, “Our school building must have been built about a million years ago, because it was brown and tall and raggedy-looking, but it fit right in with the rest of the day”(16). At my high school, we are very fortunate to have a very new building to learn inside of. At Hazelwood High, they were not fortunate enough to have a new high school be built. Culture and education are very important pieces of people’s

A popular method of distribution is through a Faculty and Student Handbook, which is also sent home for parents to read and realize its application to the school’s learning community and culture. Another form of announcement of the school’s disciplinary plan is through a beginning of the year school-wide assembly, as well as imaginative presentations (Marzano, R., Marzano, J., & Pickering, 2003, pg. 109). These presentations could be televised, or in-person; they could possibly consist of skits that seriously, yet humorously, depict scenarios that illustrate students expected behavior while on school grounds and may require a demonstration of resolutions to problems through the use of the school’s prevention intervention plan. There also is the offering of an open house night for parents to come into the school and discuss the school’s expectations and procedures, as well as ask questions pertaining to the school’s PBIS and management program (Marzano, R., Marzano, J., & Pickering, 2003, pg. 109); this is a highly effective way to involve and inform parents of the school’s requirements and intentions to keep and enforce a stable, solid, and safe community of engaged learners on the school grounds. One other additional method in continuously remind

This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, Shipston, & Facas, 2017). These rights, responsibilities and rules entail the behaviours that are expected in the classroom and protect the student’s rights to; feel safe, be treated with respect and to learn. The rules are to be developed reasonably and provide freedom in the sense students are free to move around the boundaries. As the rules are decided and agreed upon by the students, this develops a sense of understanding and accountability for their own behaviour and learning (Edwards, & Watts, 2008). In order to ensure students are respectful to the rights of students, the teacher must also treat students with respect. The teacher must consider the dignity of the students and their rights in the classroom ensuring they avoid any behaviours they

Reinforcement is an essential part in identifying and encouraging a certain behavior. In the most classic definition, positive reinforcement is a method of identifying to children which behaviors are acceptable and appropriate and which are not (Sigler, E. & Aamidor, S, 2005). Reinforcement is often given as praise for doing a certain task. As educators, saying “great job” or a simple word like “fantastic” are expressed towards students as praise. However, when a student is struggling and praise is given such as “you are doing so well”, the negative aspects of praise present themselves. The child is aware of the empty praise therefore it may work against the teacher if it is taken as a false

The responsibilities of the students are to maintain the coherence of the school community and to keep the school a safe and productive environment. It is necessary for students to follow the code of conduct supplied by the school, and must advocate anti-bullying within the school community. It is the student’s responsibility to, alongside teachers and parents, commit to create and maintain an environment that promotes learning. Students must show responsibility in achieving their full academic potential.

The staff can collaboratively develop expectations for behavior in the common areas of the building … restrooms, hallways, lunch room, library … which will eliminate disagreements and will reduce student anxiety. The school administrator could also promote a school climate that supports positive behavior by implementing some of the ideas from the Ryan article, such as bullying prevention and intervention, character education, and creating a caring school community (p. 137). While these ideas will not eradicate all discipline issues, they will contribute to a more peaceful learning environment for students and

After being interviewed by the supervisor at BUILD about how this program is ran and all the policies and procedures, I willing selected this agency for field practicum because I was very interested in helping this population of individual’s and I felt that this was my area of expertise already. Unfortunately, to my surprise this was not so, because I quickly realized that my level of expertise in this area of learning was very little. I realized this when many ethical issues concerning the youth participants at Leland Elementary tended arise. Although there are many ethical issues that tend to arise at Leland Elementary, there are at least two ethical issues that tend to be a constant concern in working with the youth participants there. The most frequent ethical dilemma that occurs stem from fights that the youth participants at Leland Elementary commonly partake in. When fights arise at Leland, student interns like myself face an ethical dilemma. Do we break up the youth participants from fighting or do we wait and let the school staff handle the matter? Another ethical issue that tends to arise is in the area of upholding BUILD’s policy on not giving the youth participant’s incentive for good behavior. Due to overwhelming behavioral issues at Leland Elementary regarding the youth, not rewarding them when their behavior improves has led

Children in early years may have trouble accepting to taste new food, through rewards parents can encourage children to try new food. Skinner believed children learnt behaviour through actions and consequences. McLeod (2007) defined Skinners approach to changing behaviour by the use of reinforcement. Positive reinforcement strengthen behaviour by rewarding individuals. Similarly to children’s eating behaviour, children may learn to accept food through rewards from parents to encourage children to try and be healthy. Children can be rewarded through verbal praise, given a present or rewarded with a sugary snack. Wardle and Cooke (2008) conducted a study of children receiving a sticker for eating a piece of red pepper, over the ten days children

When it comes to inspiring behavioral changes positive reinforcement is more effective than punishment in terms of changing the behavior in the long term. How effectively positive reinforcement affects behavioral changes is closely tied to how behavioral changes are incentivized and rewards bestowed. The case is similar for the application of negative reinforcement. However, rewards and punishments must significantly affect a person’s current situation--for better or worse--in order to inspire change. Let’s look at how positive reinforcement typically results in long-term behavioral change more effectively than punishment overall.

A visitor walking through the seasoned hallway of a public high school at any given moment will inevitably witness at least one student absentmindedly drifting between the open doors of classrooms, desperately trying to tune out teachers’ droning lectures leaking through the dingy white cinderblock doorframes. The student will stroll toward their respective locker, no particular purpose in mind other than finding a diversion from sitting quietly at a cramped desk they outgrew in the eighth grade. The visitor might be surprised to find out that this particular student is typically very successful in school, especially when they notice the student obviously duck into the bathroom just as the click of shiny patent leather heels and the swish of

Rewarding yourself during the process of behavior change, can help maintain that behavior change in the future. Rewards can stimulate positive behavior change. Individuals that gives themselves rewards while in the process of change, helps them keep out of mental ruts that hinder their process (Tucker-Ladd, 1996). When an individual recognized their own achievements, it can boost their self-esteem. Levels of low self-esteem can lead individuals into old or negative habits. Added value to a reward, can make them lost lasting. This can be done by adding meaning, behind the reward an individual gives themselves. Intrinsic rewards, can be longer lasting that extrinsic rewards. Intrinsic rewards help maintain new behaviors as habits, since they

In this research project, the main area of study will be focusing on whether intrinsic motivation and extrinsic reward will have effects on helping behavior. Do people help others out genuinely because of good nature and self-fulfillment or because of the presence of reward? If extrinsic reward will increase people willingness to help people, what kind of reward will have the greatest effect? Before discussing further, it is better to understand what is intrinsic motivation and extrinsic motivation. Intrinsic motivation means the reason someone engage in an activity is purely because they find it interesting but it is not because of any reward or pressure. Extrinsic motivation means someone engage in an activity

In TCS the diversity in the school is enormous. More than 115 countries are represented by past alumni and present students. This allows for cultures and customs to leave a big imprint on the student’s, especially because TCS is a boarding school, but it is also a day school for teens that live forty five minutes away or have no need to board. However, when comparing boarder’s to day students, many think that boarders have an advantage culturally and socially, and have a higher tolerance and have emotional insight, intelligence, and would overall learn new things and become socially active and culturally aware. In a survey done at TCS (Burdick, 2015) 70% of students in the school are boarders and 30% of students are day students. Not only are more than half of the school boarders but it means that 70% of the school would be most likely to build better bonds with each other than with the 30%. Boarders are affected socially in a self sufficient way. Boarders are away from their parents at least 6 months out of the year, they learn to gain independence, and do things on their own like making sure their laundry’s done to making sure their homework’s done. Boarders also tend to learn tolerance and show emotional growth. In the boarding house there is a communal bathroom and shower area and with these challenges there is a need for patience. All students in TCS are placed in a house whether it be a day house like Rigby, or a boarding house like Burns. The difference between each