Positive Reinforcement in the Classroom 1

Positive Reinforcement in the Classroom

Melissa Beleche

California State University Dominguez Hills

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This study examines the effects of positive reinforcement in the classroom and how it

affects children who may have behavioral issues. Positive reinforcement is a classroom

management strategy that has been proven to be effective in improving students’ behavior. The

research done discusses a qualitative study which follows the way that teachers give positive or

negative feedback to students who are at low-risk for EBD and those at high-risk. The results

show that teachers tend to give more negative feedback to students at high-risk. This shows that

although research has proven positive reinforcement to be effective, many tend to unconsciously

give more negative reinforcement to students that need it the most. Further research is needed to

identify what may be needed to implement more positive reinforcement to help those students

with behavioral needs.

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Positive reinforcement in the classroom is a strategy that is often overlooked when

thinking of classroom management strategies. Many teachers tend to focus on the negative

behaviors of the students. It is difficult not to notice when children are misbehaving or not acting

“properly” as they should. A strategy that is not used as much as it is mentioned by theorists, is

positive reinforcement. Positive reinforcement is when teachers put their attention towards the

positive behaviors of their students and reward them accordingly. Rewards could be anything

from stickers to lunch with the teacher, among many other. Teachers can also use praise and

words of encouragement rather than keep telling students what they should not be doing. Is

positive reinforcement a good alternative when working with students with behavior issues? Or

is it something that should only be used with students who are considered low-risk? If there are

so many theories about the effects of positive reinforcement, why is it not more used in the

classroom setting?

Burrhus Frederic Skinner’s theory Operant Conditioning says that desired behaviors can

be reinforced by using positive reinforcement. Skinner mentions the use of tickets, tokens, and

points among others, that should be giving to students when they are displaying the desired

behavior. His main idea was that positive rewards can be used to encourage a positive change in

behavior. Another theorist who supports the use of positive reinforcement is Fred Jones. Jones

focuses on non-adversarial management. He believes that having classroom management does

not mean interacting in a hostile classroom environment. Instead, he focuses on the benefits of

positive discipline in the classroom. He mentions that positive reinforcement can be used to

achieve desired behavior. For instance, activities such as free time, computer time, etc., can be
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used as incentives. Another option is to use rewards, these rewards may include prizes, points,

marble jars, tickets, etc.

Many students with emotional or behavioral disorders, are exposed to the harsh realities

of schools. They are often being told what to do and what rules to follow. When they cannot do

as they are told, they are reprimanded. These students often have negative experiences, which

may lead them to dislike school and may lead them in a path towards academic failure. Teachers

assume the role of educators, educators that care about their students and encourages them to

succeed. If this is the case, then why do so many teachers continue to use negative

reinforcement? Negative reinforcement focuses on what the students are doing wrong, and often

it can influence the students’ thoughts and feelings towards school. On the other hand, positive

reinforcement has been shown to positively influence students’ behavior.

According to some researchers, positive reinforcement is becoming more popular in

schools. It is often referred to as Positive Behavior intervention and Support (PBSI). Calderalla

et al., argue that “Instead of using coercion to modify behavior, PBIS seeks to restructure the

learning environment, including teacher behavior. Studies have shown PBIS to be effective in

improving individual student behavior as well as the behavior of whole classes” (Calderalla et

al., 2016). This practice is becoming more and more popular is because it has been researched

and it has been found that it is an effective strategy that encourages children to act in the desired

ways. As the authors mentioned, it is an effective strategy that not only helps one student, but

can get the whole class on board. It is a strategy that helps the students and the teachers work

together to achieve a positive learning environment where they can all feel safe. The researchers

Sprouls et al. mention, “Positive feedback that specifically identifies the desired behavior has

been suggested to be exceptionally effective in promoting appropriate behavior among school-

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age students” (Sprouls et al., 2015). As mentioned, there has been various studies and they show

the importance of positive reinforcement in the classroom. “…teachers can initiate positive

exchanges by clearly communicating high expectations for student success to all students, and

providing frequent positive feedback to students, which allows them to recognize their

behavioral and academic success” (Sprouls et al,. 2015). Sprouls shares that positive

reinforcement does not have to be rewards and praise all the time. It starts with having a positive

attitude and showing the students that they are cared for and important. One way to do this is by

setting high expectations for them and never lowering those expectations, although it is

important to keep the expectations realistic.

Method

The study was conducted in 56 K-5 elementary classrooms. The student teacher ratio was

21:1. Two schools were Title 1 schools. The total number of students was 786. The English

language learner population was 6.9%.

Participants

56 teachers were recruited based on the teachers’ willingness to provide behavioral

screening data and those that had two or more students who were in the high-and-low risk range

for Emotional and Behavioral Disorders (EBD).

Feedback Coding System

A feedback coding system was used to measure the way the teachers interacted with the

students. Each action was observed and given a code. For example, they were given points when

they would respond with a smile or when they said “I like your behavior when…”. Data was

collected for both students at high-risk and low-risk EBD.

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Results

Data patterns revealed a significantly higher use of negative rather than positive feedback

toward the high-risk students, which yielded an average of two negative feedback to one positive

feedback occurrence. No significant differences between the high- and low-risk groups were

observed regarding positive feedback. A much more restricted range was observed among

teachers’ use of positive to negative feedback among the low-risk student group; for every three

positive feedback occurrences, there was one instance of negative feedback. Among all the

students in the study, those in the high-risk group received significantly more negative feedback

than positive feedback.

Discussion

Although there has been many research done about the benefits of positive reinforcement,

many teachers continue to use negative reinforcement in the classroom. Perhaps, it is because

they are subconsciously making more negative comments towards students who are at high-risk

for EBD. Working with students with EBD is a challenging job but, there are many ways that

teachers can employ positive reinforcement into their classroom. This will not only affect the

students’ individual behavior but it will also strengthen the student-teacher relationship as well

as encourage the whole class to positively change their behavior to match that of their peers.

Students like knowing that they are important and they like knowing when they are doing

something right. In a research study done by Fefer et al., the authors mention, “Results suggest

that teacher praise may be a powerful motivator for adolescents. While many students indicated a

desire to receive more praise than what they currently receive, it is promising that the majority

reported receiving adequate praise for their schoolwork” (Fefer et al., 2016). In this study, it was

observed that praise is important to adolescents. They like knowing that their efforts are valued.
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Part of the study also mentioned which type of praise students liked to receive from their

teachers. The results were quiet praise were teachers quietly approach the students and deliver

the praise or reward. It is important to keep students’ preferences in mind whenever

communicating with them. Some students may be too shy and may not feel comfortable

receiving praise from the teacher loudly in front of all their classmates.

Some people may argue that positive reinforcement is not an effective strategy because

they may think that when positive behavior occur, the students do not have consequences. That is

not true. There are consequences that will be applied whenever needed but when using PBIS, the

students have the ability to realize that their behavior is not appropriate. Authors, Helf and Leach

mention, “Punishment does not teach the student replacement behaviors or new skills that should

be demonstrated instead of the problem behavior” (Helf, et al., 2016). Punishment takes care of

the negative behavior as soon as it occurs. Unfortunately, in the long term, punishment does not

offer students an option to resolve the issue in a positive manner if it were to happen again which

means that they will probably make the same mistake again.

There is plenty of research which contributes to the growing use of PBIS in schools. This

research has proved that positive reinforcement is an effective strategy when dealing with

students that may have behavioral issues. As PBIS continues to expand in the education system,

there will be more research that may cover specific topics. For instance, why do many teachers

opt to point out the negatives instead of catching students being good. With time, there will be

answers to any unanswered questions. As of now, positive reinforcement is a strategy that has

been proven to work to improve students’ behavior.

In conclusion, positive reinforcement is a classroom management strategy that is gaining

more popularity in the school environments. There have been many studies that show the
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benefits of managing a classroom with positive reinforcement rather than negative. Positive

reinforcement is a strategy that focuses on highlighting the best behavior of students and praising

them or giving them rewards to encourage to continue to demonstrate that desired behavior.

Research shows that students react positively and it can change their behavior as well as their

classmates’ behavior. Students like being praised, they like knowing what they are doing right

and it makes them feel good since it increases their self- esteem. Praise can help build strong

student-teacher relationships that can encourage students to try their best and demonstrate their

best behavior. One needs to keep in mind to use praise with caution and not praise everything the

student does, instead praise their efforts and when they genuinely deserve it. There are many

ways to bring positive reinforcement into the classroom, which may attribute to why it is

becoming a popular practice. Further research needs to be conducted to find out why there are

still many teachers that opt for negative reinforcement when positive reinforcement has been

proved to be effective.
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Annotated Bibliography

Caldarella, P., Howell, A., Korth, B., and Richard Young. (2014). Exploring the Social Validity

of Teacher Praise Notes in Elementary School. Retrieved from

http://web.b.ebscohost.com.libproxy.csudh.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=4

a01eddc-387a-4212-b382-ca397e99733b%40sessionmgr104

The article focuses on the use of teacher-written praise notes and the positive impact that

it has on the students’ behavior in the classroom. A survey was conducted among

students, teachers, and parents at the end of the school year. The authors analyze the

importance of praise and how it can be important form of approval. They also discuss the

controversy of using praise in the classroom since it can be misused and students may be

praised on factors that they cannot control, such as intelligence, and they are more likely

to show the opposite behavior desired. This study demonstrates that teacher-written notes

can have a positive effect and improve student behavior, communication, and

relationships.

Coleman, J., Crosby, M., Irwin, H., Dennis, L., Simpson, C., and Chad A. Rose. (2012).

Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom

Teachers. Retrieved from

http://journals.sagepub.com.libproxy.csudh.edu/doi/pdf/10.1177/1096250612464641

The authors provide strategies and techniques that can be useful for early childhood

educators to manage behavior. The strategies and techniques explained fall under three

categories: classroom management, reinforcement, and communication. The authors give

strategies that will help young children transition into their first schooling experience.

The classroom management strategies focus on teaching behavioral expectations and

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transitions to keep the students engaged. A specific focus is given to positive

reinforcement after teaching the behavioral expectations. Positive reinforcement can be

used in the form of acknowledgment of positive behavior that encourages students to

continue the desired behavior. The use of tangible is mentioned; it is said to be used with

caution to prevent the students becoming reliant on the items. Lastly, the authors mention

the importance of teaching students to communicate to help them communicate with

others in times of need or if a problem arises.

Fefer, S., DeMagistris, J., and Cynthia Shuttleton. (2016). Assessing Adolescent Praise and

Reward Preferences for Academic Behavior. Retrieved from

http://psycnet.apa.org.libproxy.csudh.edu/doiLanding?doi=10.1037%2Ftps0000072

The authors focus on adolescents’ opinion on how much praise they should be receiving

to the amount that they currently get. They ask adolescents about their preferences

regarding praise and rewards. Many of the participants shared that they would like to

receive more praise than what they are currently receiving from their teachers. The

authors are pleased to know that the students are receive praise from their teachers but

they encourage more use of these positive reinforcements since they can have positive

outcomes for the students’ behaviors.

Helf, S., and Debra Leach. (2016). Using a Hierarchy of Supportive Consequences to Address

Problem Behaviors in the Classroom. Retrieved from

http://journals.sagepub.com.libproxy.csudh.edu/doi/pdf/10.1177/1053451216630288

The authors discuss the trending implementation of positive behavioral interventions and

supports (PBIS). They mention how PBIS focuses on proactive and preventative

approaches to improve behavior and that the most essential element is the use of
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consequences when students misbehave. These consequences often result in punitive

responses although there are ways to give consequences that are supportive and redirect

students in a positive way to demonstrate desirable behavior. The authors focus on the

importance of using positive consequences to increase desirable behavior. This approach

diminished the need for punitive consequences but it does not completely eliminate them.

Sprouls, K., Mathur, S., and Gita Upreti. (2015). Is Positive Feedback a Forgotten Classroom

Practice? Findings and Implications for At-Risk Students. Retrieved from

http://web.a.ebscohost.com.libproxy.csudh.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=5

2efc1ad-bb1b-45ad-afc2-fd2faf32b68a%40sessionmgr4006

The article focuses on using positive feedback rather than negative feedback when

working with students who are at risk for developing emotional and behavioral disorders

(EBD). The study examined teachers’ use of Positive Behavior Intervention and Support

(PBSI) towards students identified as high-risk and low-risk for EBD. The results showed

a higher use of negative reinforcement with students at high-risk. There was no difference

found regarding the use of positive reinforcement between high-risk and low-risk

students. Teachers tend to use more negative reinforcement towards high-risk students. It

is recommended to increase the use of positive reinforcement to reduce educational

failure for students that may be at risk.

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References

Caldarella, P., Howell, A., Korth, B., and Richard Young. (2014). Exploring the Social Validity

of Teacher Praise Notes in Elementary School. Retrieved from

http://web.b.ebscohost.com.libproxy.csudh.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=4

a01eddc-387a-4212-b382-ca397e99733b%40sessionmgr104

Coleman, J., Crosby, M., Irwin, H., Dennis, L., Simpson, C., and Chad A. Rose. (2012).

Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom

Teachers. Retrieved from

http://journals.sagepub.com.libproxy.csudh.edu/doi/pdf/10.1177/1096250612464641

Fefer, S., DeMagistris, J., and Cynthia Shuttleton. (2016). Assessing Adolescent Praise and

Reward Preferences for Academic Behavior. Retrieved from

http://psycnet.apa.org.libproxy.csudh.edu/doiLanding?doi=10.1037%2Ftps0000072

Helf, S., and Debra Leach. (2016). Using a Hierarchy of Supportive Consequences to Address

Problem Behaviors in the Classroom. Retrieved from

http://journals.sagepub.com.libproxy.csudh.edu/doi/pdf/10.1177/1053451216630288

Sprouls, K., Mathur, S., and Gita Upreti. (2015). Is Positive Feedback a Forgotten Classroom

Practice? Findings and Implications for At-Risk Students. Retrieved from

http://web.a.ebscohost.com.libproxy.csudh.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=5

2efc1ad-bb1b-45ad-afc2-fd2faf32b68a%40sessionmgr4006