Positive reinforcement of classroom management

Positive behavior can be encouraged in the classroom. First you must recognize behavior. Then you should be mindful to reward that behavior. Having procedures in place to reward students will assist and enhance the whole process. By compassion to procedures for negative behavior, positive reward procedures are generally simple and strait forward. The following of a simplified outline of the school wide procedures at my school.

Flow

As you can see. It’s not exactly a PBIS system. The reward system is there, but it’s scant. Positive reenforcement is largely a linear process, but it should be an active one rather than a passive one. In the above example, it rewards a select few students who show good behavior and action. This is a good thing to have but in doesn’t reach the vast majority, and it only happens once a year. Students need constant reenforcement in their daily environment.

For this I will split the reenforcement into two pathways. Observe the following chart:

PosFlow

This splits the positive behavior into two primary categories. The first category is for doing the behavior which they students are expected to do. The students can purchase actual items or get minor privileges such as being allowed to wear a hat or other such ideas.

The next category is for students who do something exceptional. This is meant to replicate the sort of rewards and honors that one might receive outside of school for exceptionalism. A student might get their work covered by local news agencies. Exceptional rewards could be given out like vacation hours or access to greater project resources and time that could be saved up by students.

I have long seen the school system as a strange bubble world. I feel that it should be made, as much as possible, to reflect the positive aspects of the wider world while still providing a sandbox like security needed for learning.

Nothing can all be orange zebras and beautiful mountains. While detest micromanagement, I also detest behavior which is detrimental to learning. Of course most students have little concept of building toward their own goals, or even if they do they find it difficult to stay on track. So along with rewarding good behavior we need to punish poor behavior.

I can safely assume that most schools have a system in place for punishment. It is the go to tool for those in a position of power. While it is often over used or poorly design, it is necessary. Ideally it would be solely used press productivity and remove the most dangerous of behavior.

The first stage in negative systems is to try to address the issue as a dialog between the teacher and the student. In the next stage of our system, we issue a warning, and then a written report. As these reports accumulate there are stages including detention, meetings with parents, and finally explosion.

I however find that this system doesn’t help that students behave better. I’ve started a system of collective punishment where if one student is failing to produce, everyone is detained for a short time. This create social pressure and is indiscriminate. It can also be done with complete professionalism and without negative displays of disappointment or disapproval. I’ve found it to be highly effective and to have improved my relationship with students.

However, I would like to see a more extensive system of reward created for students at my school. A system, such as the one I proposed, would bolster the existing reward system. By doing so I believe we would see an increase in positive behavior.

Missouri Schoolwide Positive Behavior Support. (n.d.). Retrieved November 8, 2015, from http://pbismissouri.org/archives/6103

Riffel, L. (2011). ©20 11 Laura Riffel – Behavior Doctor Seminars – Permission to Copy – Free or Inexpensive Rewards for Students and Staff. Retrieved November 8, 2015, from http://www.wisconsinpbisnetwork.org/assets/files/resources/Free or Inexpensive Rewards.pdf

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Positive reinforcement of classroom management

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