Foundations of Behavior, Research Paper Example

The consistent application of class rules is a contributing factor for the success of behavioral initiatives (Barbetta et al., 2005). The early arrival of simple classroom disciplinary problems may indicate that the student is at-risk to become increasingly mal-adjusted to the school environment (Luiselli et al., 2005). Thus, the implementation of new approaches is urgent. For effective classroom management, positive and negative reinforcement and positive and negative punishment uphold teacher expectations. Negative reinforcement seeks to avoid or prevent undesirable outcomes. For this student, it may simply involve an agreement with parents, coaches, or other teachers to attempt to provide fewer distractions. Positive reinforcement includes any measure which expresses encouragement of certain behaviors; most frequently, teachers use praise to communicate this form of classroom management (Sigler and Aamidor, 2005). Negative punishment occurs when the student has something taken away, whereas positive punishment occurs when the student is explicitly sanctioned. Examples may include the benching of an athletic student or suspension from school, respectively (Barbetta et al., 2005). These courses of action are severe for late homework.

Positive reinforcement requires praise and various means of attending to the positive- and ignoring the negative- behaviors of the student (Sigler and Aamidor, 2005). Many teachers confuse this focus with the abandonment of other forms of classroom management (Barbetta et al., 2005). Ignorance is bliss is not the blanket statement for positive reinforcement; positive action is. The teacher may choose to focus on the student’s correct answers, neatness, or decreasing amount of tardy assignments. Luisseli et al. laud one school’s behavioral interventions, which included “Caught in the Act” slips for students who exhibited positive behaviors in the classroom or on campus (2005). The struggling teacher could modify this technique by notifying parents of student improvements. Also, the teacher’s selection of course materials or other curricular aspects which are in line with the personal interest of a student is another form of positive reinforcement (Sigler and Aamidor, 2005). The students still complies with rules and deadlines but receives more engaging assignments.

Works Cited

Barbetta, P., Kathleen N., & David B. (2005). Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead.”Preventing School Failure 49(3): 11-19. Academic Search Complete. EBSCO. Web.

Luiselli, J., Putnam,  R., Handler, M., and Feinberg, A. (June 2005). Whole-School Positive Behaviour Support: Effects on student discipline problems and academic performance. Educational Psychology 25(2-3): 183-198. Academic Search Complete.

Sigler, E. & Aamidor, S. (2005). From Positive Reinforcement to Positive Behaviors: An Everyday Guide for the Practitioner. Early Childhood Education Journal 32(4): 249-253. Academic Search Complete.