![]() When rewarding desired student behavior, teachers identify the behavior was exhibited specifically and by whom. For starters, specificity in reinforcement is important in at least two ways. Positive reinforcement in the classroom must be carefully crafted and is contingent on specificity and timing. Consequently, the subject, or student, is more likely to demonstrate these desired behaviors in anticipation, consciously or subconsciously, of a reward. Essentially, positive reinforcement is built on praising and rewarding desired behaviors. Positive reinforcement is an extremely effective tool for shaping student behaviors. However, this gifting is more like “trick or treat,” where model behaviors receive positive reinforcement, a treat, and bad behavior earns a negative reinforcement, a trick. Reinforcement, in its most basic sense, is the gifting of a present in response to particular behaviors. ![]() So, when teachers use negative and positive reinforcement in the classroom, what does that mean? Does the teacher ring a bell and the students suddenly start reading? Well, not exactly, but changes in student behavior can be just as drastic. You may be familiar with the famous study of Pavlov’s dogs, that were observed involuntarily salivating upon a dinner bell ring. For just as long, psychologists have researched and proven the efficacy of these training strategies. Especially popular amongst teachers, negative and positive reinforcement in the classroom has long played a critical role in shaping student behavior. ![]() Amongst the most prevalent are those that employ negative and positive reinforcement. You’ve likely heard of a myriad of different behavioral modeling programs. ![]()
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