Promoting Positive Behavior in Classroom

Promoting Positive Behavior in Classroom

In order to succeed in the educational setting, teachers play a significant role for students where their comments can enhance or reduce the level of productivity of students. Therefore, our research will be aimed at analyzing that how positive and negative reinforcement works in the education system, and how teachers play a significant role in this regard.

When children get a positive impact, they feel wanted, and their self-confidence increases. The negative consequences are those which applied immediately after concrete behavior. Therefore, the concept of positive reinforcement is to present a positive reward immediately after the issuance of a certain behavior, and this increases the likelihood that such conduct is present in the future. It is used when the practitioners want to develop a new skill, increase the frequency of conduct or when the reinforcement of that behavior diminishes the appearance of an unwanted conduct which is inconsistent. For this procedure to work, the reward has to be related to behavior, be contingent on it and must always be accompanied by the specification of the contingency and social reinforcement. It also must be cognitively and emotionally appropriate for the child (Börgers et al. 1997). On the other hand, the negative reinforcement consists of the disappearance of an object or event that precedes the unpleasant response that interests us, as a consequence of the disappearance that increases the frequency of the desired behavior.

The first chapter discusses the background, purpose, objective and significance of the study. Chapter two addresses the literature related to this study. Chapter three describes the data collection procedures, participants, and outcome measures.

Background

If one wants to change inappropriate behavior or teach something new, the first thing to do is to identify it as objectively as possible. For this, it is important to define the reinforcement in specific terms that require a minimum of interpretation, i.e. clearly, so that it can be observed (measured and recorded) by different people without having to make assumptions and / or subjective assessments. We analyze any behavior as follows (Laslier et al. 2001):

Stimulus?Conduct?Consequence

Rewarding students for academic behavior continues to be a substantive issue in education. Teachers often feel unprepared to deal with student behavior; they believe this substantially interferes with their teaching and their ability to successfully include children with behavior problems in classroom practices. Therefore, knowing the relationship between behavior and its consequences, ...