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Importance of reinforcement
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Positive Reinforcement
Reinforcement is a motivation which depends upon a performance and increases the chance of a performance being frequent. Positive reinforcement can increase the chance of not only necessary behavior but also unwanted behavior. For example, if a student complaints in order to get attention and is successful in getting it, the attention helps as positive reinforcement which increases the possibility that the student will remain to complain. Positive reinforcement is one of the important ideas in behavior inquiry and it is something like rewards, or things usually work to get (Fahimafridi, 2016).
Positive reinforcement may happen in the form of behavior compliment, personalized reward systems, edibles or positive adult
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The utilization of positive reinforcement is a possible technique for enhancing students’ behavior for a variety of school conditions for individual and as well as for the group of students (Wheatley, et al., 2009).
Those students with special needs have emotional and behavioral complaints which can lead to troublesome behaviors. These students frequently enter the classroom with negative connections that have for quite some time been set up (Conroy et al., 2009). By giving positive reinforcement and encouraging leads the student to be more comfortable in the environment and the interactions between the teachers and with other students improve in a positive manner (Conroy et al.,
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Positive reinforcement is a gentle and effective method to implement discipline in the classroom, where students understand the importance of good behaviour, and as an outcome students behave well (S, 2016).
According to Charlie S (2016), positive reinforcement has been seen to be a more viable procedure than punishment. Actually, it can make children to concentrate on the positives and encouraging them is a valuable approach to guarantee good behavior.
Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome. Teachers can use the procedure defined by them to accomplish students’ behvaiour using the following outcomes. The very first step is to describe the problem. The second step is to adjust the behavior by emerging a behavior management strategy. The third step is to recognize an effective reinforce and the latest step is to use the reinforce on a regualr basis in order to change the
If a behavior is desirable, consequences called reinforcers are used to encourage the behavior in the future, via the process of reinforcement. Reinforcement can be positive (presenting reinforcing stimulus) or negative (removing a negative stimulus). However, if a behavior is undesired, a negative consequence can be used to discourage the behavior, through the process of either positive or negative punishment. In positive punishment, a negative consequence is presented after the undesired behavior occurs. When negative punishment it used the idea is the same “to discourage future display of undesired behavior,” but instead of presenting a negative stimulus, a desired stimulus is removed following the behavior.
Discipline is important in maintaining a positive classroom environment and influencing a child’s development. During my field experience at S.H. Elementary, I have observed Mrs. Branson using various techniques to reinforce positive behavior in her 3rd grade classroom. Mrs. Branson’s teachers 3rd grade in a charter school located in the south suburbs of Minneapolis. Her class consist of 23 diverse student learners from various racial, ethical, cultural, and economic backgrounds. Each student acquires individual wants and needs, and exhibits a range of behaviors. Mrs. Branson practices operant conditioning techniques to acquire the good behavior she wants and needs from her students.
Positive reinforcement works by presenting something positive to the person after a desired behavior is exhibited, making the behavior more likely to happen in the future (McAdams, 2009). An example of this could be when a child helps their mother with the dishes and the mothers rewards the child with ice cream. Negative reinforcement, is when a behavior is strengthened by stopping, removing or avoiding a negative outcome or aversive stimulus (McAdams, 2009). An example of this could be when the light goes green at a traffic light, the car in front of a person does not move. The person hates when this happens and from experience knows that honking the car’s horn gets cars that are in front of them to go
The reinforcement theory was of interest for a consideration as a tool in my current work environment and possibly be utilized as intervention of controlling the behaviors of employees. Since, I have observed the negative behavior of employees displayed due to varies unjust reasons that demotivate them to perform at an optimal level. Therefore, I believe implementing positive reinforcement to rebuild trust and to motivate employees by acknowledging a job well done, reward programs, and providing challenging task would encourage them and give them something to strive for to be higher achievers. In addition, all things mention and utilizing the reinforcement theory can reinforce the desired behavior in the workplace. Furthermore, I think that
Another aspect I employ when using positive reinforcement is called the Premack Principle. The principle states that a more frequent behavior can reinforce a less frequent behavior. In my case, the more frequent behavior would be watching Netflix, which I have been doing for years. The less frequent behavior would be working out for 45 minutes daily, which I have honestly never done before. The reward for completing the behavior I prefer less is the behavior I am interested in the
A1 – Skinner believed that behaviour in setting which is reinforced tends to be repeated and behaviour that is not reinforced tends to die out or be weakened. Positive reinforcement should be used in setting to strengthen behaviour. Negative reinforcement can also strengthen behaviour because it stops or removes an unpleasant experience. Positive reinforcement can be shown by rewarding good behaviour with stickers and golden time. Negative reinforcement can be shown by doing the opposite of positive reinforcement with no stickers and no golden time.
The goal of using positive reinforcement in this situation would be to encourage the students to behave in a kind and respectful manner in hopes that their disrespectful behavior would decrease. To achieve this goal, I believe it would be best to use positive reinforcement to reward the students whenever they do behave like they should. For example, if I, as the teacher, were asking questions in class, I would compliment the students or even give them a physical reward, such as candy, when they raise their hands in a calm manner to answer questions. Not only would this encourage their participation in class, but it would encourage them to participate in a respectful manner. The use of a reward, physical or otherwise, could also be applied to situations where the students perform any desired behavior such as doing their work quietly. By using positive reinforcement, it makes sense that the more the students are encouraged to act kindly and respectfully, the less often they will act
Kinds of consequences are divided into number of categories. The first, positive reinforcement is the presentation of a desirable consequences so a specific behavior is strengthened (Goodman). Negative reinforcement is the removal of a desirable consequence or natural punishment (Goodman). Pre-correction is the idea that you can correct or warn a child before the behavior happens. Punishment is the presentation of an undesirable consequence (Goodman). Extinction is the process of withholding reinforcements to weaken a previously reinforced behavior (Goodman). Shaping is rewarding behaviors that gradually get closer to a desired or targeted behavior (cite).
Out of positive reinforcement and punishment only the reinforcement was successful for my behaviour modification. I believe this was the case for a number of reasons but dominantly because the positive punishment had a lack of severity. The reason I came to this conclusion was because I realized in the case of positive reinforcement if I committed the operant response at least once my entire day of hard work would be ruined. When I made the switch to positive punishment I realized in the eventuality I performed the operant response I could just do the 50 push ups and be done with it. Upon comparison of my success and failure I reflected and realized if the punishment was more severe than 50 push ups I would not do it for actual fear and reluctance of doing the positive punishment. For example if the punishment was a 1000 push ups each repeated operant response I would most likely not bite my nails. I did enjoy the modified behaviour as my nails seemed fuller and less scarred but it was not long of an experiment enough so refraining from biting my nails was still a conscious action and took a lot of effort.
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
Operant conditioning is a process of reinforcing a response that is made by the stimulus and consequence; thus, it shapes an individual's behavior. If a response happens to go along with the stimulus, then this response is reinforced. Therefore, it will increase the chance that response would be reinforced in the future when the same stimulus is presence. Consequence can be broken down into punishment or reinforcement. A punishment would reduce the undesirable action; while reinforcement increases the desirable action. Positive reinforcement involves with a stimulus such as a reward or treats for good behavior. While, negative reinforcement is eliminated the negative stimulus after the desired response is shown. Positive punishment is when a positive stimulus is introduced after an undesirable behavior. Misbehavior children confined in the house would decrease unfavorable behavior.
Negative reinforcement should not be alone because doing so can increase the likelihood of the behavior. Negative reinforcement is not
First of all, I was highly interested in the concept and various factors that together make up positive reinforcement. I had a premise that I could do some experimental work on the three children for whom I baby-sit during the week after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that some positive reinforcement might get them on their way to handling their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult thing for me to do is get the children to sit down and do their homework. I then spoke specifically to each child and asked them what they would rather choose as an after school activity. They named video games, television, and going to play with other neighborhood children. I had expected these types of answers from the children and made them into the positive reinforcers that would be contingent on the children’s performance of the instrumental response; namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice.
.... I feel that in most cases, once a student has been punished through negative reinforcement for doing wrong, the student will attempt to correct such behavior in the future to avoid punishment. In addition, positive reinforcement should be given for those students who are the majority and behave, as well as for the students who are occasional troublemakers because positive reinforcement helps show what is correct behavior in response to bad behavior.
The first source is referred to as extrinsic motivation. Extrinsic motivation is motivation that occurs outside of the student’s self and is driven by external factors. An example of extrinsic motivation is “"if-then" motivators. According to Pink, “if-then” motivators are "If you do this, then you get that" (as cited in Azzam, 2014). These “if-then” extrinsic motivators are used quite regularly in the classroom setting. Some specific examples would be: receiving candy for bring back homework, receiving extra recess if the class is not disruptive, picking up the classroom floor for a treat, etc. The popular extrinsic motivation in my daughter’s class is homework bingo. Students who complete all their homework for the week get to play bingo. The rewards are in class perks such as bring a stuff animal to class, using marker instead of pencils, etc. These motivation methods are often referred to as operant conditioning. It is believed that a learned behavior response increases in “likelihood” if a reinforcement is available. In regards to motivation, the learned behavior response is motivation and the reinforcement is the motivator to get the needed