Managing your classroom using positive reinforcements

As a concept, positive reinforcement is one of the most effective and functional tools ever

applied in the history of psychology. Its definition is as straightforward and simple as it can

get– “Positive reinforcement is offering desirable effects or consequences for a behaviour

with the intention of increasing the probability of that behaviour occurring again” (Fontana,

1994). Since B.F. Skinner described this term in 1938, many behavioural theories have been

developed in several fields. This summary covers the most distinguished types of

reinforcements that have been elaborated and applied in the educational field up to now.

It is often claimed, that nowadays teachers encounter a much wider range of behavioural

difficulties in a conventional classroom. The professionals who continuously contend with

these type of problems usually manifest increasing amounts of stress and frustration that

hinder their work.

However, many of them are unknown to the wide spectrum of positive reinforcement

strategies that are at their disposal to increase the effectiveness of behaviour management

strategies. Regardless of the teaching styles, all strategies highlight the responsibilities and

appropriate behaviour that students’ should have following the class and social norms.

As presented before, positive reinforcement refers to the implementation of positive stimuli

to desirable behaviour. It is more adequate when it is implemented right after the desired

behaviour occurs. These strategies can also be put into practice through social cues, positive

feedback and tangible rewards, although it is most effective when the system is naturally

applied by the teacher to strengthen a children behaviour.

In addition, it is necessary to point out that due to the increasing range of pupils aptitudes,

it is fundamental for teachers to incorporate, combine and build upon reinforcers. On top of

that, teachers should focus on successfully promoting the progression of childrens' abilities.

If we now consider social reinforcers, we see that praise is for instance, highly esteem by

individuals. In addition, it plays a major role in the development of the self and social

awareness. A simple "I can tell, you are working really hard today" stated by the teacher to

one of their students, can be a motivational tool and an incentive for behaving in a certain

way, especially if the desirable behaviour is clearly mentioned. What is more, social

reinforce is not only teacher orientated and can definitely be applied throughout the class in a variety of different ways. In this case, apart from promoting learning, we are helping

students to develop social skills.

Nonetheless, it is important to note that reinforcements can also be effectively achieved

through rewards. Although it might be risky to motivate pupils solely by the reward,

tangible reinforcers can have a beneficial outcome in the short term run. In spite of that, it

is essential for teachers to remember the intrinsic motivation of their actions. For that

reason, it is best if students and teachers mutually agree these rewards and that the

proposed rewards are realistic and deliverable.

It is relevant to point out how teachers apply positive reinforcers can ultimately affect its

effectiveness within the classroom. As I have previously mentioned, strategies should be

periodically refined and drastically changed if there is a chance of negatively impacting their

education. Teachers should not fear implementing new strategies, as changes are a natural

part of the process and generally needed in order to achieve the selected aim.

To sum up, positive reinforcement underlines the importance of creating a positive learning

environment for all students’. By utilizing the given resources, teachers can build a safe

learning environment in which disruptive behaviours are avoided. Making these changes

can unquestionably impact the learning environment and ease teachers' job to manage and

positively influence their students' behaviours’.