3.3.2 Reinforcement Strategies: Tone, Variety,
Frequency, & Predictability

Let's start by looking at reinforcement strategies for classroom management. These methods include tone, variety, frequency, predictability, strength, timing, token, source, permanence, silence, multiple cues, and multichannel reinforcement.

Tone

Most people are on autopilot when it comes to tone. You have standard tones you use in standard places. I encourage teachers to be aware of the tone their voices take when they are talking with students. Sometimes you are saying one thing, but your tone is saying something different. This causes confusion. You need to consciously shape your tone to get the result you want.

Variety

Variety of reinforcement is another important, yet counter-intuitive, aspect of classroom management. In most classrooms teachers have so much to do that they fall into the habit of just repeating the same old words of phrases of encouragement, such as 'good job' or 'well-written.' The teacher doesn't think about what he is saying and the students don't pay any attention. That defeats the purpose of reinforcement. Varying the type and quality of reinforcement you give to students helps them believe that you mean what you say. It keeps them working to earn your praise. In other words, variety increases the reinforcement value. Remember why you say 'good'to someone - it makes them feel good and reinforces whatever behavior you were rewarding.

Frequency

There is a stereotype of a British father who says nothing to his son until he graduates from college and then he says, "Well done, son." Perhaps an extreme example, but a good one nevertheless. Parents make the mistake of using negative reinforcement very often and positive reinforcement very little. If everything is going okay, there is no reinforcement. Children need feedback and reinforcement in order to learn which behaviors are acceptable and which are not. As parents and teachers we help shape children into responsible, well-educated adults through frequent use of well-considered, appropriate feedback and reinforcement. There is no such thing as too much encouragement (reinforcement). It may sound sappy to you but people like reinforcement. You may get tired of providing reinforcement, but your students won't get tired of receiving it.

Predictability

People need to have predictable rewards, but they also like surprises. If you are too predictable, your students will figure you out. If your students know that every time you see misbehavior you respond right away, they will feel like they've gotten away with something if you fail to notice or respond to a misbehavior. By being a little less predictable, you enhance your ability to control their behavior. Suppose Jane is acting up and you don't say anything at that moment, but as she is leaving class you say in a stage whisper, 'Now Jane I didn't mention anything about your talking in class today but I want you to shape up tomorrow.' What have you done? You have convinced that kid that you see things and you choose what and when you are going to bring it up. And kids share that kind of stuff with each other. Pretty soon you'll have the reputation of having eyes in the back of your head.

Here's another advantage to being unpredictable. Good teachers know that they have to be selectively blind. Sometimes the best way to deal with a problem is to ignore it. You choose what you see as well as when and how you respond to it. That is what reinforcement is all about. I'm not saying that there shouldn't be any kind of predictable responses - there should be. However, you strengthen your ability to manage the classroom and individual students by learning when to address misbehavior and when to let it slide.


Name all of the reinforcement strategies for classroom management.

If Mrs. Smith has troubles with a certain group of students in her classroom every day, what sort of reinforcements can she use to encourage desirable behavior and discourage undesirable behavior using tone, variety, frequency, and predictability?