Reinforcing Positive Behavior in the Classroom
Applying Classroom Rules and Procedures
Positive reinforcement is essential in a classroom for effective classroom management. Positive reinforcement allows students who are on task to be praised and recognized for following the rules. No with positive reinforcement it also allows students who are off task, to recognize that those students who are on task get rewarded for having appropriate behavior. Positive reinforcement can also be an incentive for students to have good behavior in the classroom.
In my special education K5 class, positive reinforcement is essential. I give positive reinforcements to every student who is on task. Student’s who are on task in my classroom are following rules such as being safe, raising their hands to speak, sitting in their desks, and following all classroom rules. When students follow the norms and procedures in the classroom, they get verbal praise. An example of verbal praise for my students is when a student respects the tape line by my desk area. When a student respects the teacher's boundaries and does not go in the area without asking, I will verbally tell that student “thank you for respecting my area I really appreciate that”. Another example of when positive verbal praise for reinforcements happens in my classroom is every time a student raises their hand to ask a question or say something, when I call on that student I always make sure to tell them “thank you so much for raising your hand before asking a question”. By praising the students who follow the rules and reinforcing positive behavior, it makes the students feel good, as well as gives the other students A hint about what proper procedures look like.
In special education especially, when students don’t follow certain rules such as being safe , staying seated, or raising hands, lots of verbal praise gets said to those students who are on task. By doing this the focus shifts to those students on task, while still having an eye on the student off task. Each student is different, and has their own BIP (Behavior intervention plan). Some students when off task are specifically ignored since that student is seeking attention. Bill’s are to be followed for each student because of IEP'S. Planned ignoring is one example of what happens when a student is not being on task. Another example of what happens in my classroom when a student is off task is we remind that student what they are working for on their token board. When the student earns a full token board of ten tokens, that student is rewarded with positive reinforcement. The positive earning reinforcements that students can earn are tangible and non tangible such as time with staff, chips, and candy. So when a student is off task, by reminding them “hey Johnny what are we working for?”, this reminder will remind the off task student that if they continue to be off task they will lose out on the tangible positive reinforcement reward.
In conclusion, positive reinforcements are given to students when they are on task and following the rules. Student’s are rewarded with tangible and non tangible items such as time with staff, candy, and chips. When students are not on task, the response to these off tasks students is according to each of the students BIP's. That looks like ignoring off task behavior, and verbally praising other students to remind the off task student what on task behavior looks like. My recommendations for distributing positive reinforcement are to give verbal praise to students who are on task such as standing in line nicely, raising hands before speaking, and while students are working in groups. I also recommend giving positive reinforcement after every period, so that students have something to loo, forward to for being on task for a certain amount of time. Below is a flowchart showing the guidelines for distinguishing a student who is on task, vs a student who is off task, and when to give positive reinforcement.
Link to FlowChart:
https://cloud.smartdraw.com/share.aspx/pubDocShare=3BDE2437D1D60B6FE6D9A7C1312002BD257
References:
Marzano, R. J. (2010). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, Va: Association for Supervision and Curriculum Development.
Team, G. (n.d.). Norms and Procedures. Retrieved December 21, 2017, from https://edu.glogster.com/glog/norms-and-procedures/1n15nrdfoq7
Positive reinforcement is essential in a classroom for effective classroom management. Positive reinforcement allows students who are on task to be praised and recognized for following the rules. No with positive reinforcement it also allows students who are off task, to recognize that those students who are on task get rewarded for having appropriate behavior. Positive reinforcement can also be an incentive for students to have good behavior in the classroom.
In my special education K5 class, positive reinforcement is essential. I give positive reinforcements to every student who is on task. Student’s who are on task in my classroom are following rules such as being safe, raising their hands to speak, sitting in their desks, and following all classroom rules. When students follow the norms and procedures in the classroom, they get verbal praise. An example of verbal praise for my students is when a student respects the tape line by my desk area. When a student respects the teacher's boundaries and does not go in the area without asking, I will verbally tell that student “thank you for respecting my area I really appreciate that”. Another example of when positive verbal praise for reinforcements happens in my classroom is every time a student raises their hand to ask a question or say something, when I call on that student I always make sure to tell them “thank you so much for raising your hand before asking a question”. By praising the students who follow the rules and reinforcing positive behavior, it makes the students feel good, as well as gives the other students A hint about what proper procedures look like.
In special education especially, when students don’t follow certain rules such as being safe , staying seated, or raising hands, lots of verbal praise gets said to those students who are on task. By doing this the focus shifts to those students on task, while still having an eye on the student off task. Each student is different, and has their own BIP (Behavior intervention plan). Some students when off task are specifically ignored since that student is seeking attention. Bill’s are to be followed for each student because of IEP'S. Planned ignoring is one example of what happens when a student is not being on task. Another example of what happens in my classroom when a student is off task is we remind that student what they are working for on their token board. When the student earns a full token board of ten tokens, that student is rewarded with positive reinforcement. The positive earning reinforcements that students can earn are tangible and non tangible such as time with staff, chips, and candy. So when a student is off task, by reminding them “hey Johnny what are we working for?”, this reminder will remind the off task student that if they continue to be off task they will lose out on the tangible positive reinforcement reward.
In conclusion, positive reinforcements are given to students when they are on task and following the rules. Student’s are rewarded with tangible and non tangible items such as time with staff, candy, and chips. When students are not on task, the response to these off tasks students is according to each of the students BIP's. That looks like ignoring off task behavior, and verbally praising other students to remind the off task student what on task behavior looks like. My recommendations for distributing positive reinforcement are to give verbal praise to students who are on task such as standing in line nicely, raising hands before speaking, and while students are working in groups. I also recommend giving positive reinforcement after every period, so that students have something to loo, forward to for being on task for a certain amount of time. Below is a flowchart showing the guidelines for distinguishing a student who is on task, vs a student who is off task, and when to give positive reinforcement.
Link to FlowChart:
https://cloud.smartdraw.com/share.aspx/pubDocShare=3BDE2437D1D60B6FE6D9A7C1312002BD257
References:
Marzano, R. J. (2010). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, Va: Association for Supervision and Curriculum Development.
Team, G. (n.d.). Norms and Procedures. Retrieved December 21, 2017, from https://edu.glogster.com/glog/norms-and-procedures/1n15nrdfoq7
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