An integral part of any classroom management plan reinforcing desirable behavior or actions in pupils. Pupils want to be successful and to achieve something. They will do so more often when their performance is acknowledged and reinforced. It is more effective to reinforce pupils positively than to provide them with negative consequences for undesirable behavior. In the long run, it is believed that positive reinforcement sets up pupils to be successful in the classroom and eventually, in life.
When we reinforce, we acknowledge the behavior, positive reinforcement is acknowledgement of and reward for displaying a desired behavior. The desirable behavior is reinforced with the communication that what the pupils has done is desirable or correct.
Inside the classroom, teachers positively reinforce pupils by telling them that they have done a good job of by providing a specific reward. The goal of positive reinforcement is for the pupils to repeat the desirable behavior.
Praise is also a technique for reinforcing pupils. Teachers and parents can use verbal praise to reinforce desired behaviors. If the praise is given in front of the class, the reinforcement is both verbal and social, as the pupil’s achievement has been acknowledged in front of his peers. The positive response by his peers reinforces the behavior.
Regardless of age or grade level, many pupils are still motivated by rewards such as prizes, stickers, pencil or small toys. The key to successfully using rewards as reinforcement is to agree to the terms in advance. The teacher must follow- through with providing rewards and must be consistent.
The best among these techniques is intrinsic motivation where pupils display appropriate and desirable behavior without an expectation of praise or reward. Teachers can foster this intrinsic motivation in pupils when positive reinforcement naturally follows the display of positive or desirable behavior.
By: Edwin G. Agustin | Teacher III | Bagumbayan Elementary School | Pilar, Bataan
