The Trouble With Rewards Essay

Positive reinforcement is one of the most common component of intervention studies (Williams, Field & Seiverling, 2010). Because of the essential of positive reinforcement that has been proven to be effective to enforce reinforcement is not maintaining undesirable behavior. When a child shows positive behavior, we as

Kohn and Jones imply that, by promoting extrinsic rewards, students

Operant conditioning, punishment and reinforcement can be used in a variety of settings including homes and schools. The classroom relates as a giant skinner box. In turn, teachers could profit from knowing that reinforcement is effective in helping to elicit changes in behaviour (Lefrancois, 2006). Using several objects as reinforcers such as consumables such as food or sweets and lollypops, manipulatives such as toys or trinkets or a pillow, social stimuli such as praise, and tokens that can be cashed in for no homework (Lefrancois 2006). More than likely used in primary school and less likely used in post-primary school. But all of these can increase the probability that a response will occur again such as good behaviour, good work, progress and even more.

According to Ormrod (2016), reinforcement is the act of following a response with a reinforcer, wherein, the reinforcer is a stimulus or event that increase the frequency of a response. Reinforcement is extremely important when raising or teaching children. Reinforcement can be positive or negative. Reinforcement can also interfere with learning and performances in some behaviors. However, according to Ormrod despite concerns reinforcement and punishments can be effective in bringing about desired changes in behaviors (2016). In the textbook, one suggestion of reinforcement to increase desirable behavior in the classroom is fostering the ability to delay gratification. “Delay gratification is, to forgo immediate pleasures to earn more satisfying

To begin this reward system for Hunter, his parents and I selected the behaviors to be rewarded. We stated the desired behavior is a specific and observable manner. We discussed with Hunter that instead of yelling out, the behavior we desired was for him to raise his hand before talking rather than telling him “no yelling out.” It was decided that the behaviors would be monitored in all school settings and enforced by all teachers that instructed Hunter. Instead of selecting money as the reinforcer for Hunter’s behaviors, we decided

Teaching is said to be a rewarding profession, and it truly can be rewarding. However, teachers spend an increasing amount of their own money each year for in class supplies that go beyond what the IRS allow teachers to deduct from their taxes. (Washington) Budget cuts nationwide have cut some of the funds for public education. (https://www.ed.gov/, 2017) In regards to Professional Development, my district provides an adequate amount for us each year, many PDs are held after school hours and multiples of each PDs are provided. However, my school is a Title 1 school and has 100% free and reduced lunches, so asking the parents for supplies usually yields a pack of pencils and one notebook, leaving me to foot the bill for classroom supplies. In my current teaching role I am given an amount of money that I am able to use for certain things that a special education student might need. Yet, I am not allowed to use that money on paper, pencils, tissues, or hand sanitiser, even though all these things are needed for a classroom to function. In this paper

Punishment! Growing up that was always a terrible word to hear. Let’s be honest, no levelheaded person wants to be in the “hot-seat.” Even today, as adults, being punished can make a person cringe. However, as individuals grow up and mature into adulthood, it is easier to comprehend that being punished can be a tool to help one succeed in life. Behavior modification is simply defined as “the alteration of behavioral patterns through the use of such learning techniques as biofeedback and positive or negative reinforcement." Behavior modification involves both positive and negative punishment, as well as positive and negative reinforcement. Rules, regulations, and policies hold each of person accountable. In this paper, let’s decipher how punishment can be used to shape behavior to succeed in the work place.

During our chapter 14 and 15 discussions, we talked about punishment by stimulus presentation and punishment by removal of a stimulus. I began the discussion by stating examples of negative and positive punishment. Some types of punishment include reprimands, response blocking, etc. One of the most learnable moments was when I asked: “when is punishment most effective psychology.” We both agreed that sometimes punishment does not reduce a behavior when it is not done correctly. I concluded that a punishment procedure is effective when there is a behavior plan, a schedule of reinforcement so that that child could associate a reward with a punishment. It is important that the child gets a reward for good

Table 3 also presents the most effective strategy to the least effective strategies. Time out has the highest weighted mean of 2.07, followed by tangible rewards with a weighted mean of 1. 96 and activity reinforce with 1.92 weighted mean while the least effective are physical punishment with weighted mean of 1.34, parent conference and negative reinforce with weighted mean of 1.35. The data implies that the

Reinforcement is the consequence of a behaviour that increases or strengthens behaviour (O'Donnell et al., 2015). Specifically, positive reinforcement involves adding something pleasant to a situation that when given increases the frequency of positive behaviour. Positive reinforcement can include; praise, privileges, attention, high marks, awards, public recognition, smiles and positive feedback. There are also unsuitable positive reinforcements for use in the classroom including food and physical touch. These have become unacceptable due to allergies and political reasons. Teachers are encouraged to use positive reinforcement within the classroom as it promotes acceptable behaviour (Reeve, 2009). Positive reinforcement is most useful when

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

This particular focus of positive reinforcement and its effects on those around us have been around for years. One of the earliest studies done within the last 50 years was on research giving insight on intrinsic motivation by showing that monkeys could solve special puzzles despite there being an absence of food or any other reward ( Harlow, Harlow, & Meyer, 1950). Intrinsic motivation can be seen when people participate in

The debate of whether punishment is a sustained form of modifying behavior has been around for decades. Whether or not negative reinforcement works better than positive reinforcement can be discussed and further supported by current research (Gershoff, 2010). Punishment has gotten very negative publicity for the potential harmful effects that this form of learning has had on children. Most behavioral studies based on the idea of praising or knocking down punishment strategies have been done in children and a resounding agreement exists that punishment is actually more detrimental than good (Gershoff, 2010). Allowing individuals to undergo punishment as a result of their inadvisable behavior creates negative feelings, unproductive, and disengagement (Donnelly & Murray 2005).

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 this case analysis we shall be examining the unintended contradictory results that reward systems bring about and recommendations in solving the issues highlighted