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Lesson Element .1: AWhat is Reinforcement?@

ì Reinforcement Is the Sum and Substance of Classroom Management.

If a teacher understands reinforcement, then they can manage a classroom.

The teacher needs enough authority to make things happen.

You may want to give students all sorts of privileges, but you must do so on your own terms.

You are responsible for what happens during the year. It is unavoidable.

The Authority of Teachers is Largely Illusional.

You have only as much control as you can talk your students into letting you have.

If they don=t want to come to class, they don=t come to class.
If they don=t want to do their assignments, they don=t do them.
If they don=t want to learn, they don=t learn.

What the teacher controls is the motivational system of the classroom.

Reinforcement is a powerful motivational tool.

When used effectively it can get student involved, interested, and keeps them from getting bored or acting up.

Reinforcement is a Broad Topic. We Will Focus on the Forms of Reinforcement, and the Strategies for Knowing when to Use the Different Types.

Reinforcement can be either:

Positive or negative, or

Verbal or non-verbal.

Positive reinforcement can be used to either:

Encourage desirable behavior, or

Encourage the absence of undesirable behavior.

Negative reinforcement is used only to encourage the absence of undesirable behavior.

The absence of undesirable behavior is a very powerful tool or reinforcement. It should be reinforced.

Example: Henry, who has been a difficult kid, all of a sudden is sitting there doing nothing.
To encourage the absence of undesirable behavior you should note this fact and reinforce it.

Henry, it=s really neat that you are sitting there doing nothing and not getting in the way.

This is something that most teachers are not very good at because it is kind of counter-intuitive.
If Henry misbehaves, you say something, but normally if he is not, you remain silent.
However, it is just a powerful and more productive to recognize the absence of bad behavior as it is to recognize the bad behavior itself.

Negative reinforcement is a strategy for discouraging undesirable behavior.

When Henry is doing something bad and you say something to stop it, that is negative reinforcement.

Positive or Negative Reinforcement Can be Given Through Verbal or Non-Verbal Cues.

Verbal refers to Awords.@

Non-verbal refers encompasses body language and other cues.

As a teacher, you will use a mixture of verbal and non-verbal cues to manage your classroom.

Lesson Element .2: AReinforcement Strategies: Tone, Variety, Frequency, & Predictability@

Strategies for Classroom Management:

Tone: Teachers must be aware of the tone of their voices when talking to students.

Most people use standard tones in standard places.
Sometimes you are saying one thing, but your tone is conveying something different.
Difference in tone between intended verbal message causes confusion.
Teachers should consciously shape the tone of their voice to get a desired result.

Variety: Variety of reinforcement is also important.

Over-busy teachers often repeat the same words or phrases of reinforcement.
Teachers don=t pay attention to what they say, and the usual phrases don=t have the desired affect on students. They ignore them.
Variety increases reinforcement. It makes it meaningful.

Frequency: Children need feedback and reinforcement in order to learn acceptable behaviors.

We often neglect to give praise when things go well.
There is no such thing as too much encouragement (reinforcement).

Predictability: People need both predictability and surprises.

If a teacher is too predictable, the students figure out the teacher.
Students too aware of the teacher=s standard responses, feel as if they have gotten away with something if the teacher fails to notice it, or fails to respond.
By being unpredictable at times, you let the students know that you are aware of everything going on. Or at least, you have given them that impression.
Gives the students the impression that you see everything and will choose what and when to bring it up.
Good teachers need to be selectively blind. Sometimes the best way to deal with a problem is to ignore it. You strengthen you ability to manage the classroom and individual students by learning when to address misbehavior and when to ignore it.

Lesson Element .3: AReinforcement Strategies: Strength, Timing, and Tokens@

Reinforcement Strategies:

Strength: You must vary the strength of the reinforcers used.

Simplistic view is all good behavior gets stars on a chart, all bad behavior gets a verbal warning.
Vary your responses for both positive and negative reinforcement.
Sometimes simply stop talking. This draws everyone=s attention to negative actions.
Likewise, you should know what level of praise is appropriate. Sometimes a mild Agood job@ is enough, but sometimes, higher praise is warranted.

Timing: Become less predictable in timing.

Be aware that some students are devastated by public criticism.
Choose the setting carefully before delivering criticism.
However, remember that the closer the reinforcement comes to the action, the more effective it is. Immediate feedback boosts the value of the reinforcement.
Timing and setting are extremely important.

Tokens: Effective teachers create external rewards that students value.

Tokens can be anything, in example: stars on a chart.
Don=t feel apologetic or timid about using tokens.
Tokens have both intrinsic value such as praise, and others have a value you place on them, such as a variable point system for stars.
Make sure you understand the token system so you can manipulate it.

Alternative Sources: Reinforcement can come from someone other than the teacher.

Don=t overlook this valuable resource.
A phone call to a parent during school time about positive behavior is extremely valuable.
Any phone call to a parent praising their child is a very powerful reinforcement.

Lesson Element .4: AReinforcement Strategies: Permanence, Silence, Multiple Cues, and Multichannel Reinforcement.@

Reinforcement Strategies:

Permanence: The more permanent a reinforcement is, the stronger it will be in helping to shape a student=s future.

Making the honor roll is a strong reinforcer.
Having the honor roll displayed in a central place makes it more visible and permanent.
Casual comments disappear almost immediately, a chart stays up during the entire semester.

Silence: Silence can be both a negative or positive reinforcer.

Stopping in your tracks and staring at someone is a negative reinforcer. However, sometimes it is both very appropriate and effective.
Waiting patiently for a student to formulate their response to your question is a positive reinforcer. It signals that you value their opinion and thoughts on the subject.
Be careful as a new teacher that you don=t misuse or ignore these valuable tools.

Multiple Cues: Non-verbal clues help to send a powerful message.

Nodding one=s head up and down or sideways, tells the speaker that you understand, or don=t understand the intended message.
If it is a positive response, then it builds the speaker=s confidence.
Combining it with verbal response solidifies the acknowledgment of the message.

Multichannel Reinforcement: This is the hallmark of a teacher who has mastered the use of reinforcement.

Example: Susie is misbehaving. If you stop and say ASusie,@ everyone stops and looks at her. However, if you simply walk over toward her and make eye contact with her, you can signal for her to stop her actions, without disrupting the class.
The students are aware that something has happened but it doesn=t shift their focus.
Eye contact can also be a very powerful reinforcer in a positive manner. Eye contact with a student makes them feel that you think they are special and are paying attention to them.
If you can only use one reinforcer at a time, then you are a limited teacher.

Lesson Element .5: AConclusion@

Many of the Strategies are Very Important to First Year Teachers.

Dr. Allen=s job is to help make students into powerful teacher, understand the available tools, strategies, and ideas so they can benefit both teacher and student.

First year teachers may well have initial trouble using these tools.

Will be busy trying to get lesson plans written.
May be so busy that the teacher will tend to ignore the available tools.
May fall into a trap of favoritism not based upon academic results.
Practice the strategies ahead of time. Become comfortable with them.\
Can practice on friends, family, on pets.
Use the tools carefully. Like any tools, they can be misused.