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Lindsey Kirker

Prof. Sally Lahmon

English 1101

November 24, 2020

The Effects of Positive & Negative Reinforcement in the Classroom

Do you remember the joy of receiving a gold star from your kindergarten teacher

when you spelled your name correctly? Or receiving a “Book It” ticket for free pizza

when you completed a reading list? That is positive reinforcement. Positive and

negative reinforcement strategies are more effective than punishing strategies for

increasing and shaping positive behaviors in an academic setting.

In behavioral psychology, reinforcement is adding something positive in order to

increase a response. Negative reinforcement is taking something away in order to

increase a response. Punishment, on the other hand, is adding a negative stimulus in

order to decrease a response.

One area of debate is whether or not students should be rewarded for behaviors

that are expected of them. Research in the area of behavioral skills training claims that

feedback in the form of positive reinforcement is essential to teaching individuals

appropriate behaviors and expectations. Witzel and Mercer (2003) note that, “The most

controversial issues in behavior management have been the use of rewards to motivate

and teach students to follow classroom rules and routines and to complete academic

assignment (pg. 88).”

The appropriate use of positive reinforcement and behavior modification are

important for success in the classroom, as frequent reprimands, low expectations, and
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infrequent praise often result in students who exhibit challenging behaviors. Teachers

can use classroom management skills to end, or at the very least avoid problematic

behaviors.

Findings from research conducted by Victoria Carr at the University of Cincinnati,

Artlitt Child Development Center, presents that an all-encompassing approach to

infrastructure is needed. “Forming relationships, guidelines in the classroom, schedule,

classroom routine, transition signals, pre-teaching, specific verbal encouragement, ratio

of positive statements vs. redirections, and an acknowledgement system are all

important factors to take into account.” These Principles can be used to show that a

simple balance of routine and structure can impact behavior from the early age of

preschoolers. Also, that sometimes-simple changes in how things are said can greatly

mold the responses and behaviors learned in the classroom.

An additional behavioral study lead by Kelly Schieltz evaluated the effects of

positive reinforcement using a tangible item to motivate task completion. This study

indicates that not only is positive reinforcement important, but that tangible rewards

such as a prize box or monetary incentives create a competition between positive and

negative reinforcement, and natural problematic behaviors decrease.

Some would argue that without punishment, a child learns that a pattern of

misbehavior becomes acceptable. Donald Baer, who studies the effects of punishing

students, defines punishment in two ways. “A presentation of a negative reinforcement

for a response, or the removal of a positive reinforcement for a response (Baer, 67).”

Baer confirms that withdrawal of a positive reinforcement as a punishment is an

effective technique that can be used in the classroom.

Nevertheless, teachers need to assess when and how they are punishing the

behavior of students. The goal is to keep students in attendance. Students should feel

safe. And they should be nurtured while learning. Teachers who punish are less likely

to yield any results because students are more likely to separate their relationship with

the teacher. Punishment can instill anger, resentment, and aggression from the

student. Though it can be an effective tool to diminish negative behavior, punishment

has been shown to yield fewer results when compared to reinforcing positive behaviors

with praise (Baer, 73). Students who are punished are more likely to distance

themselves from the teacher and other students, which means they are more likely to

isolate themselves from help. Punishment and scare tactics also have an expiration

date; eventually the lack of positive reinforcement increases the negative behavior.

Research conducted by Benedict, Horner, and Squires (2007) stated that

academic failure, social rejection, drug abuse, and criminal activity in adulthood are

examples of potential long term, repercussions of students’ problematic behaviors.

Teachers have the opportunity to utilize positive reinforcement to help reduce the

frequency of negative interactions and possibly reduce the likelihood of these long-term

outcomes.

A scoping review study authored by Dr. Aisha Rafi, the Associate Professor

Department of Anatomy at Shifa College of Medicine, published in the Journal of

Rawalpindi Medical College showed that 83% of the journal articles used in this

systematic review are based off of the Skinnerian operant conditioning and

reinforcement theory. An overwhelming conclusion of the included studies state that

policy and practice changes in a classroom setting can help to manage disruptive
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behavior, and that positive reinforcement implementation increases self-esteem and

motivates students to learn

B.F. Skinner is considered to be one of the most influential figures in the

development of behavioral modification. During the 1930’s, Skinner expanded the field

of behaviorism, laying out the principles of operant conditioning which claims that the

consequence of behavior controls the future occurrence of that behavior. Skinner’s

work has influenced the field of education, as well as the field of psychology. He

maintained that positive reinforcement was more effective than punishment when trying

to change and establish behavior.

Skinner identified five main obstacles to learning. Fear of failure, leading

students to stop doing things that can move them forward to achieve their goals. The

task is too long and complicated, requiring time and energy that students just don’t want

to give. The task lacks direction, leaving the student confused about what they are

working so hard to achieve. A lack of clarity in directions, resulting in the student not

sure how to get from point A to point B. And little to no positive reinforcement, arguably

the most important factor in an academic setting. He also recognized that people can

be taught age appropriate skills such as giving the learner immediate feedback,

breaking tasks down into smaller steps, repeating directions, working from the simplest

to the most complex task, and giving positive reinforcement.

Through various findings of researchers and experiments within the classroom, it

is conclusive that positive reinforcement is an effective classroom management tool for

teachers who need to control undesirable behavior in their classroom. While positive

reinforcement may take longer to yield results, the results of the behavior management
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are more sustainable throughout time. Therefore, these sustainable results are more

desirable for teachers who wish to make a lasting effect on behavior modification.

Works Cited

Aisha Rafi, et al. “The Implication of Positive Reinforcement Strategy in Dealing with
Disruptive Behavior in the Classroom: A Scoping Review.” Journal of Rawalpindi,
Medical College, vol. 24, no. 2, June 2020. Directory of Open Access Journals,
doi:10.37939/jrmc.v24i2.1190.

Baer, Donald M. (1961). Effect of Withdrawal of Positive Reinforcement on an

Benedict, E.A., Horner, R.H., & Squires, J.K. (2007). Assessment and Implementation
of positive behavior support in preschools. Topics in early Childhood Special
Education, 27, 174-192. PsycINFO database

Carr, Victoria, and Mary Boat. “‘You Say Praise, I Say Encouragement’--Negotiating
Positive Behavior Support in a Constructivist Preschool.” Athens Journal of
Education, vol. 6, no. 3, Aug. 2019, pp.171-187. ERICebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1218249&site=eds-live.

Schieltz, Kelly, et al. “Effects of Signaled Positive Reinforcement on Problem Behavior

Witzel, B. S., & Mercer, C. D. (2003). Using rewards to teach students with
disabilities: Irnplications for rnotivation. Remedial and Special Education,
24, 88-96. from PsyciNFO database.