Behaviorism-reinforcement

It is difficult if non possible to measure whats going on in a students mind at a specific moment. The students appeared to be paying attention were actually thinking non-academic issues, is not interested, is not motivated, is preoccupied with himself, among many other reason for non participation at school. Reinforcement rooted in the classic work of James Watson and B. F. Skinner. My discussion will include techniques, for increasing, decreasing, and maintaining bearing. There are many things to consider in the drill of rewardment so as to elicit manner or the desired behavior.To give into consideration is that, reinforcement is more military groupive when it is immediate. If a response of a student is no longer beef up, as in ignoring a given answer of a student every time a teacher throws a question or unintentionally took it for granted, the learner if again called his attention to give his answer will eventually given up the response. Another is, desired do are encour aged by a reinforcement specifically hearty reinforcement, which typically include attention piece of ass be verbal or nonverbal. For example, the look on your face can carry an unmistakable message to a student.Usually, however, social reinforcers are verbal either accompanying some other body of reinforcement (John, you can act as class monitor because of the way you be progress to in gym) or taking the forms of words or word that signal your pleasure ab unwrap the specific behavior. Social reinforcers expression, contact, proximity, privileges, and words. Giving positive remarks as the reinforcement every time the student performed better, finished a chore or cooperate in the school activities are helpful in strengthening the students behavior or the possibilities of the repetition of the same positive behavior.A very shy youngster may find it difficult to join into classroom activities, specially if the school experience is new to her. The teachers role is to involve the child in the classroom activities. The childs behavior should only be recognized when she is at the activity, though not necessarily participating. For example, when the child sits with the group at circle time, sits at a table where manipulative games or arts projects are provided.An activity within easy reach, when she is within easy reach of an activity, reinforce her, by praising and recognizing her behavior. Provide a reinforcement for every involvement in classroom activities as you notice it. A good reinforcement starts out with continuous reinforcement at the beginning stage of learning. Tangible reinforcers such as cookies and badges for young students or notes to parents or certificates for older students are just hardly a(prenominal) examples which are necessary in the appliance of reinforcement so as to achieved desired outcome.In swelled reinforcement, as progress in the skill or behavior develops, less emphasis should be placed on tangible reinforcers, such as food and tokens, while more emphasis should be given to social reinforcers, such as praise and attention. Reinforcement is given only after the learner gains sufficient skill at a task, be it participating in group work or writing, that later be strengthened or reinforced that later becomes automatic and habitual. Constant reinforcement means reinforcing the behavior of the student every time he participates.Applying a continuous reinforcement produces best results especially in new learning or conditioning situations. In education, we energize behaviorism by awarding grades for various levels of performance that the more a student manifests interest in school/ classroom the more the behavior is reinforced so as to expect the same responses or behavior. If you wish to use positive reinforcers, and we all do, deliberately or otherwise, then you must be witting of how you use them. The following should put into consideration first consider the age, interest, and needs of the students.Pie ces of candy are not too motivating for adolescents, but they must be not bad(p) for first-graders know precisely the behavior you wish to strengthen and make your reinforcers sufficiently desirable list potential reinforcers that you think would be desirable set out your reinforcers and keep record of the effectiveness of various reinforcers on individual students. Positive reinforcement is a powerful principle and can be applied to great advantage in the classroom. All of us who teach, from the preschool to the doctoral level, use positive reinforcement.We must avoid, however, making students too dependent on the reinforcement we provide, particularly if we have initiated structured programs for students. We want them to work for those reinforcers that are natural to them. Punishment is a stimulus that follows a behavior and decreases the likelihood that the behavior will be repeated. It can be use to reduced inappropriate behavior but should be done sparingly as even psychologi sts advice its application in moderation. For instance, giving deductions or minuses on the accumulated grade in assignment every time a student misbehave e.g. shouting while the class in going on, decreases the likelihood of the behavior to be repeated. But when a student is not rewarded for appropriate or adaptive behavior, inappropriate or maladaptive behavior may become increasingly dominant, then punishment sinks in to eliminate such undesirable behavior. Sometimes, however, when the goal is to reduce or eliminate misbehavior, teachers consider victimization punishment (aversive procedures). A word of warning. Dont fall into the trap of relying punishment.Its easy it frequently works for a short time (although not as well with the secondary school students) and gives you a feeling of having established control. Punishment can destroy rapport with the students if excessively used, it produces a ripple effect that touches all students and affects ones teaching and it may have sid e effects of which a teacher is unaware. In general, reinforcing alternative behavior is a farther better method than punishment. Sources Elliot et al. ,(2004). Educational psychology 3rd ed. USA McGrawHill. Essa,V. (1999). A practical guide to solving preschool behavior problems. New YorkDelm