EDFD220

Teaching and Managing Learning Environments

Assignment Two:

Individual Essay (2,000 words)

Positive reinforcement is a behaviour management strategy that motives, encourages and

builds students self-esteem when students exhibit desired behaviour. Discuss.

Positive reinforcement is a behaviour management strategy that motives, encourages and

builds students self-esteem when students exhibit desired behaviour. When students are

displaying undesired behaviours within a classroom environment the teacher should

comment on a student that is behaving in the desired way. Positive reinforcement is known

as strengthening behaviour by presenting a desired stimulus after the behaviour (Woolfolk

& Margetts, 2010, 235). This behaviour management strategy will motive students to

behave in the correct manner in the classroom. It will also encourage students to change

long-term behavioural goals and build on students self-esteem. Nevertheless there is a

place for negative reinforcers in the classroom to ensure all students are safe. Certain

scholars argue that negative reinforcement behaviour strategies are better suited in

classrooms because they gain an immediate reaction at the time the undesired behaviour is

displayed. However, this does not reinforce the expectations of students and tends to

deteriorate relationships between students and teachers. This essay will uncover why

positive reinforcement is the most effective behavioural strategy in the classroom.

When students receive positive reinforcement they are motivated to behave in a desired

manner. A big motivator in all humans is to feel they have achieved something and to be

seen as competent (Classroom management, 9). When students feel capable in what they

are doing they strive to continue achieving this. In a classroom environment when a student

behaves in the desired way it is important for teachers to recognise this with a positive

reinforcer. Highlighting this aspect of students behaviour rather than the students who are

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behaving undesirably, motives students to exhibit the desired behaviour. According to the

scholar Edwards (2014) there was a study undertaken where a student normally completed

21% of his work, however after receiving positive reinforcers his completion rate raised to

100% (p. 54). This example not only shows the motivation positive reinforcers generate for

students but also expresses an effective way in attaining the student to complete his work.

In order to change students long-term behavioural habits teachers need to encourage the

desired behaviour. If we are consistently reinforced for certain behaviours, we may develop

habits or tendencies to act in certain ways (Woolfolk & Margetts, 2010, 381) Therefore, this

means the desired behaviour for the classroom needs to be continually reinforced. If

teachers want students to behave correctly in classrooms they need to reinforce this.

Teachers that take on a negative reinforcement strategy are unintentionally developing

tendencies for students to behave undesirably. Teachers may be wary about eliminating

the negative, but its worth accentuating the positive if you want long-term changes in

student behaviour (Brennan, 2008, 46). Teachers who take on a negative approach to

behaviour management will need to use this method frequently due to its effects decreasing

over time. When this strategy is used there is no long-term changes in the unwanted

behaviour. In order to gain changes in students future behaviour, disregarding the negative

is the only way to achieve this.

Negative reinforcers are known as strengthening behaviour by removing an aversive

stimulus when the behaviour occurs (Woolfolk & Margetts, 2010, 236). Teachers commonly

use this behaviour management strategy by communicating negative comments to students

who are behaving undesirably. There is most definitely a place for this behaviour

management strategy in classrooms to ensure students are in a safe environment. A short,

sharp negative response may well be the best way to ensure a potentially dangerous

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situation is averted (Brennan, 2008, 46). When students are involved in a dangerous

situation it is the teachers prime responsibility to ensure that all students are safe at all

times (Brennan, 2008, 46). Teachers need to identify the context of the misbehaviour and

at this time take on a negative reinforcement strategy if it poses danger to students. At this

time teachers need to clearly specify the expected behaviour of students.

Scholars such as Brennan (2008) contend that negative reinforcement gains an immediate

reaction when the undesired behaviour is displayed (p. 46). When a student is misbehaving

in the classroom it is easier for teachers to react to this in a negative approach to change the

misbehaviour instantly. However, behaviour management is about changing the long-term

behaviours in students. In order to create changes in students, teachers must not comment

negatively on the unwanted behaviour. Typically negative responses to unwanted

behaviours do not lead to long-term changes (Brennan, 2008, 46). Teachers need to

communicate encouragingly on the behaviour that is desired in the classroom. Even though

negative reinforces gain immediate reactions from students; teachers goals are to aspire to

lasting behaviour changes for the classroom.

When students are acknowledged with positive reinforcers the teacher is building on the

students self-esteem. Students who are constantly receiving negative responses often

develop poor self-image and begin to doubt themselves and their abilities (Brennan, 2008,

46). When students continually receive negative feedback they start to develop self-doubt

about their capabilities. Teachers need to refer to students in a positive light in order to

develop self-confidence in them. Building students confidence in the classroom rather than

diminishing it will gain more involvement from students. This will be the case because

students will not doubt what they are capable of achieving. The example given earlier from

the scholar, Edwards (2008) that positive reinforcers gain a better completion rate (p. 54);

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also supports this view. The student gained positive reinforcers, which lead to self-

confidence in his capabilities. Therefore leading in a 100% completion rate rather than 21%.

When negatives are not a focus students motivation rate is increased because there is no

self-doubt in their abilities. In order to achieve this a positive reinforcement method to

behaviour management needs to be implemented.

Negative reinforcers do not emphasise the teachers expectations for desired behaviour in

the classroom. As Roffey (2006) states commenting on positive behaviours reinforces

expectations (p. 27). Students are often instructed to behave correctly in classrooms, but

teachers need to ensure that students actually know what the expectations of behaving

appropriately are. If teachers are constantly telling students off and giving consequences out

for their incorrect behaviour, students who are behaving in the correct manner are naturally

not recognised. The vast majority of students are normally well-behaved, but their

behaviour is infrequently acknowledged, as teacher time and attention is disproportionately

drawn to misbehaving students (Barry, 2012, 25). Teachers who take on a negative

reinforcement method usually dont acknowledge students behaviour because they are too

distracted with observing undesired behaviour. Therefore this means that if students are not

being commended for their behaviour they will not continue exhibiting it. Students see

what is not acceptable in the classroom but are not reassured what acceptable behaviour

they should be exhibiting. Students exhibiting the desired behaviour need to be

acknowledged in order for misbehaving students to comprehend what is expected of them.

With a positive approach to behaviour management, students behaving correctly are

continually recognised in the classroom. This demonstrates to students the expected

behaviour to be revealed in the classroom.

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Negative reinforcement tends to deteriorate relationships between students and teachers.

In order to gain positive behaviour in classrooms teachers need to have a respectful

relationship with students. Disrespect has the potential to damage relationships that are

essential components of positive behaviour (Edwards, 2004, 219). The relationship

between the student and the teacher is an essential aspect to the classroom. In order to

maintain a positive relationship with students, teachers need to be wary about constantly

referring to students in negative ways. Students who are constantly being referred to in

negative ways by teachers will lose respect for those teachers (Brennan, 2008, 46).

Portraying students in a negative light deteriorates the teacher-student relationship and

therefore makes desired behaviour unachievable. When the relationship between the

student and the teacher weakens this leads to a lower response from students to their

behaviour correction. A child is more likely to take notice of an adult who has

demonstrated warmth and acceptance (Roffey, 2006, 27). If students are unable to build a

respectful relationship with the teachers they will most likely not take notice of them.

Furthermore, positive reinforcers build a respectful relationship with students and desired

behaviour will be achieved in the classroom.

In order to manage misbehaviour in the classroom teachers need to overlook the negative

behaviour and focus on the desired behaviours the students display. Positive reinforcement

has proven to be a sufficient method that should be used in the classroom. It has shown to

motivate students to continue behaving in the desired way. It has also shown to encourage

long-term changes in behaviour and build students self-esteem. When there are potentially

dangerous situations it is the teachers responsibility to ensure all students are safe.

Therefore at this time there is a place for negative reinforcement in the classroom. Negative

reinforcement is implemented to gain an immediate response from students but does not

gain a long-term change in behaviour. Portraying students in negative ways can lead to

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deteriorated relationships between students and teachers. In order to gain behaviour

changes in students teachers need to have a positive relationship with their students.

Positive reinforcers certify and demonstrate to students the expectations of desired

behaviour to be exhibited in classrooms. Positive reinforces should be used in the classroom

to exhibit desired behaviour.

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Reference List

Barry, F. (2012). Getting the balance right: the challenge of balancing praise and correction

for early school years children who exhibit oppositional and defiant behaviour. Australian

Journal of Early Childhood, 37(4), 24-28.

Brady, L. & Scully, A. (2005). Engagement, Inclusive Classroom Management. NSW: Pearson.

Brennan, B. (2008). How to win friends and influence people: latch on to the affirmative.

Teacher: The National Education Magazine, 46-47.

Edwards, C.H. & Watts, V. (2004). Classroom Discipline and Management: an Australian

perspective. Milton, QLD: John Miley & Sons.

Hardin, C.J. (2004). Effective Classroom Management: Models and Strategies for todays

Classrooms. New Jersey, USA: Pearson.

Lyons, G., Ford, M. & Arthur, M. (2011). Classroom Management: Creating Positive Learning

Environments (3rd ed.). Melb, Vic: Cengage Learning.

Lyons, G., Ford, M. & Slee, J. (2014). Classroom Management: Creating Positive Learning

Environments (4th ed.). Melb, Vic: Cengage Learning.

McDonald, T. (2010). Classroom Management, Engaging Students in Learning. Melb, Vic:

Oxford University Press.

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Roffey, S. (2006). How do children learn to be good? Every Child, 12(4), 26-27.

Woolfolk, A. & Margetts, K. (2013). Educational Psychology (3rd ed.). NSW: Pearson.

Woolfolk, A. & Margetts, K. (2010). Educational Psychology (2nd Ed.). NWS: Pearson.

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