Classroom Uses of Reinforcement

Classroom Uses of Reinforcement

The behavioral learning principle most useful for classroom practice is also the simplest: Reinforce behaviors you wish to see repeated. This principle may seem obvious, but in practice it is not as easy as it appears. For example, some teachers take the attitude that reinforcement is unnecessary, reasoning, “Why should I reinforce them? They’re just doing what they’re supposed to do!”

The main guidelines for the use of reinforcement to increase desired behavior in the classroom are as follows (see Baldwin & Baldwin, 1998; J. E. Walker & Shea, 1999; Wielkiewicz, 1995):

1. Decide what behaviors you want from students, and reinforce these behaviors when they occur. For example, praise or reward good work. Do not praise or reward work that is not up to students’ capabilities. As students begin a new task, they will need to be reinforced at every step along the way. Close approximations of what you hope to accomplish as a final product must receive positive feedback. Break down new behaviors (classroom assignments) into smaller parts and provide adequate rewards along the way.
2. Tell students what behaviors you want; when they exhibit the desired behaviors and you reinforce them, tell them why. Present students with a rubric that itemizes the criteria you will use when evaluating their work and include the point value for each criterion. Students then will be able to discriminate their own strengths and weaknesses from the feedback they receive from you.
3. Reinforce appropriate behavior as soon as possible after it occurs. Delayed reinforcement is less effective than immediate reinforcement. When you are grading an assignment, present feedback to the students as soon as possible. It is important that students know how they are doing in class, so don’t delay with their grades. When constructing an assignment, you should always consider the grading scheme that you will use and how long it will take you to provide the intended feedback.