Positive reinforcement is an aspect of the construct of Operant Conditioning that was developed by B. F. Skinner (Cherry, 2018). Skinner studied rats, and he found that if the rats consistently pressed a bar which then administered food to the rat, the rat would press the bar more and more in order to get the food reward. Like those rats, if people find a particular behavior rewarding, it is more likely that they will repeat this behavior.
When thinking about positive reinforcement in teaching and education, the overarching purpose is to provide an incentive for students to repeat desired behaviors (Revermann, n.d.). In other words, by providing students with a positive outcome when they accomplish achievements or display certain behaviors, students are encouraged to do so again.
The timing and delivery of positive reinforcement is the key to effectively promote certain behaviors (Revermann, n.d.). In order for positive reinforcement to be effective, the reinforcement must be appropriate for a student’s age, it should be genuine, and it should be awarded straight after the target behavior (Revermann, n. d.).
Why is Using it in the Classroom Important?
The reason positive reinforcement is important in the classroom is that it can be used to effectively change student behavior (Smith, 2017).
Using positive reinforcement is also important because it is a universal principle that actually occurs quite naturally in each and every classroom (Maag, 2001).
As well as offering the opportunity to increase the display of appropriate behaviors, planning the occurrence of positive reinforcement also means that educators can avoid inadvertently and haphazardly promoting inappropriate behaviors (Maag, 2001). It can be quite difficult to avoid reinforcing misbehavior simply by paying attention to it.
It is important to use positive reinforcement in the classroom because a student who experiences positive reinforcement often shows a greater willingness to demonstrate positive behavior (Rumfola, 2017).
Broadly speaking, examples of positive reinforcement in the classroom fall into five categories:
Direct reinforcement: this refers to a type of reinforcement that, as the name suggests, directly results from the appropriate behavior. The example given by Smith (2017) is that if a child interacts appropriately with their peers in a group activity, this will most likely lead to further invitations to join in on such activities in future.
Social reinforcers – these are mediated by others (e.g. teachers, parents, other adults, peers). They involve an expression of approval and praise for appropriate behavior – for example:
Comments (later I will share the words and phrases to use!)
Written approval (e.g. writing ‘super’ on a completed worksheet) and
Other expressions of approval (such as smiling, nodding your head, clapping, a pat on the back) (Smith, 2017)
Activity reinforcers – involves allowing students to take part in their preferred activities if they behave appropriately. This is especially effective if they are allowed to choose a classmate with whom they can, for example, play a game or spend time on the computer with. This provides social reinforcement from their partner, too. More on this a bit later.
Tangible reinforcers – for example, edibles, toys, balloons, stickers, and awards. However, edibles and toys must be used mindfully. For example, if a student has a weight problem their parents may have reason to oppose the use of edibles as reinforcement. Furthermore, handing out toys may make other students envious. Instead, awards such as certificates, displaying work in the classroom, or a letter sent home to parents praising students’ progress can be used as reinforcement (see positive reinforcement parenting).
Token reinforcement – occurs when points or tokens are awarded for appropriate behavior. The rewards themselves have little value but they can be collected, then exchanged for something valuable to the student. For example, every time a student shows a certain behavior, the teacher could give them a ticket. At the end of the week, tickets can be exchanged for a prize.
These are five simple examples of positive reinforcement in the classroom. Keep reading to learn more about how it can be used effectively!
The benefits of using positive reinforcement are academic, behavioral, social, and emotional (Rumfola, 2017). Advantages of using positive reinforcement are, as described in Rumfola (2017):
- Students can learn through the social cues of their teachers as to what constitutes acceptable behavior. For example, if one student is praised for a desired behavior, other students also learn that this behavior is acceptable and that it will be praised.
- One important advantage of using positive reinforcement is that students actively enjoy being present and learning in the classroom.
- Use of positive reinforcement leads to heightened enthusiasm in students – and even the teacher!
- Furthermore, it can allow accomplishment to be celebrated as a class.
- Positive reinforcement leads to a greater sense of community in the class.
- Use of positive reinforcement is related to increased student attendance.
- When positive reinforcement is used, students are more motivated.
10 Techniques on How to Best Use Positive Reinforcement With Students
It is claimed that positive reinforcement strategies are more effective than punishment for increasing and shaping positive behaviors (Rumfola, 2017). What, then, is the key to successful positive reinforcement?
The following ten strategies (from Smith, 2017) can help make the best use of positive reinforcement:
- Consistently deliver the reinforcement, according to the planned ‘schedule of reinforcement’. If this does not occur, students will not form a connection between the appropriate behavior and the reinforcement. Then, the behavior won’t change!
- Deliver the reinforcement straight away. Students should be aware of when they can expect reinforcement. If there is a delay between the target behavior and the positive reinforcement, such as if a teacher doesn’t commend a student for good behavior early on in the day until the end of the day, the reinforcement won’t be as effective – if the student even remembers their instance of good behavior, that is!
- Reinforce improvement! Reinforcement will not be effective if the individual waits until the student’s behavior is perfect before giving reinforcement. Improvement, and effort, should also be recognized and reinforced. Also, ‘think small’ – avoid unrealistic expectations of students (Maag, 2001). Set small goals and reinforce gradual approximations toward the goal. An example described by Maag (2001) is that of a student who always arrives to class more than 10 minutes late. To effectively use positive reinforcement, the student should be reinforced when he arrives at the door 5 minutes into the class. Then once the student begins to make improvements in the desired behavior – i.e. arriving on time – future behavior changes will become easier.
- Don’t give a student reinforcement because you feel sorry for them. This is because if the student fails to meet the required criteria, and still receives reinforcement, they will learn that the reinforcer is readily available regardless of behavior. The behavior may even escalate then! Instead, show an awareness of the student’s disappointment and point out that they will get the opportunity to reach the desired outcome again. In other words, reinforcement must be contingent on behavior.
- Whenever it is possible to do so, pair reinforcement with a form of social reinforcement. For example, regardless of the type of reinforcer to be used, it is a good idea to provide social reinforcement such as telling the student something like “you did a great job today! You ought to be very proud of yourself”. Expressing approval of the student’s actions serve as a form of social reinforcement. Another way to pair social reinforcement with another is if a student is being allowed to participate in an activity as a ‘reward’, the student could be allowed to choose a partner to take part with them. Social reinforcers should be clear and not ambiguous. The reinforcement should be sincere, clear and most importantly identify the specific behavior for which it is being delivered.
- The reinforcers must be suitable for the students’ age – for example, if you were to consider using stickers to reward high-school students, not only is the reinforcement likely to be ineffective, it is also likely to insult the students. Above all else, the reinforcer should be something of value to the person so that they are motivated to achieve it.
- Catch students ‘being good’ – sometimes it is easier for teachers not to do this, because they may believe that students “should” behave well, and therefore the teacher only pays attention to students who are displaying inappropriate behaviors (Maag, 2001). Teachers only have to notice a student behaving well occasionally – because intermittent reinforcement can sustain high rates of students’ appropriate behavior. Occasional positive reinforcement is just as powerful as continually punishing the behavior!
- Have a ‘Group management plan’. It will be easier to handle the challenging behaviors of certain students if the rest of the class is well-behaved (Maag, 2001). An example of a group management plan is the Good Behavior Game – this sees 3 appropriate behaviors being listed somewhere prominent in the classroom. Random tones are pre-recorded and then played during a lesson. When a tone is heard, the teacher places 3 marbles in a jar if everyone in the class is demonstrating at least 1 of the 3 appropriate behaviors. Then, if the jar has been filled with marbles at the end of the week, the class earns the reinforcer (e.g. watching a movie).
- Prevent behavior problems – anticipate and prevent behavior problems from occurring. It is easier to prevent problem behavior rather than have to re-establish control of the classroom. How is this achieved?
- The teacher should set out rules for expected behavior and the positive reinforcement that a student can earn if they demonstrate appropriate behavior.
- The teacher should aim for students being academically engaged for 70% of the day
- The teacher should try and spend as much time as possible moving around the classroom in order to monitor the behavior of students and therefore be able to subtly reinforce appropriate behavior (Maag, 2001).
- Use peer influence favorably. Maag (2001) suggests that the best way to encourage the positive influence of peers is to put a group management technique in place.
Some other brief suggestions as to other techniques to incorporate into positive reinforcement in the classroom are:
- To acknowledge that reinforcement and punishment occur naturally.
- To analyze and modify environmental, curricular, and instructional aspects in the classroom in order to promote appropriate behavior.
- Ignore misbehavior that does not interfere with the learning of other students, classroom routines, or is otherwise reinforcing.
- Avoid using reprimands – if necessary, use an even-handed, matter-of-fact tone (Maag, 2001).
- To design an effective positive reinforcement plan, it is important to progress from less natural forms of reinforcement (such as tokens and tangibles) to more intrinsic, or in other words, natural reinforcers (i.e. social reinforcement, direct reinforcement, and natural reinforcement).
