Guidelines for Reinforcing Positive Behavior
by Jane Bluestein, Ph.D.
Use positive reinforcement—verbal or non-verbal (interactive, token
or activity)—to acknowledge and strengthen already-existing behaviors.
Avoid attempting to use reinforcement before the desired behavior has
occurred. (Strategies to encourage the student to initiate a desired behavior
or to intervene a disruptive behavior are presented in elsewhere on this
Web site.)
Watch for a tendency to use praise to help a
student solve a problem or feel good about himself. Flattery can appear
manipulative even to a young or needy student. Such messages are superficial
at best and will not contribute to the student’s genuine sense of
self-worth.
Avoid praising one child (or group) to motivate
others. “I like the way Bobby is sitting” only serves to reinforce
Bobby (and may, in fact, back-fire if Bobby isn’t happy about the
attention), promising conditional approval to others when they, too, sit.
Avoid using teacher approval as a means of reinforcing
desired behavior. Learn to distinguish between reinforcers intended to
maintain a particular student behavior and genuine expressions of appreciation,
affection or enjoyment of your students. In a win-win classroom, behaviors
such as a smile, touch, nod or wink—which obviously communicate the
fact that the teacher is pleased—are not used as expressions of conditional
approval or caring. Although they may sometimes be used as reinforcers,
such behaviors may also appear randomly, regardless of the student’s
performance or behavior, as expressions of appreciation or affection.
Phrase reinforcements as an affirmation or acknowledgement
of a behavior the student has demonstrated and the positive consequences
now available (not as “if . . . then” statements, which are
more useful for motivating behavior that has not yet been demonstrated).
Reinforcements may be effectively communicated in either oral or written
form.
To reinforce a desirable behavior, first describe
the behavior that took place. Be specific and concrete and avoid making
judgments about the behavior or the worth of the student.
Secondly, whenever possible, attach a comment
that connects the immediate benefits of the student’s behavior to
the student. (Occasionally, it may be appropriate to state the positive
outcomes in terms of their benefits to the group.) Focus on the payoff
for the student, making sure the outcome is positive and meaningful. Avoid
projecting your own feelings and values, which may or may not be relevant
to those of the student, or suggesting how the student should feel.
Look for the positive. You can almost always
find something to recognize in any performance. Reinforce what was done
right and work to correct or improve the rest.
Perhaps because of the rigidity of roles during
the factory-era, there was a tendency for teachers to recognize certain
behaviors in boys (such as strength, mechanical skill, and ability in
math and the sciences) more frequently than girls (who are more often
reinforced for neatness, creativity, attractiveness, and writing and artistic
abilities). In recognizing students, be aware of any tendencies to promote
stereotypes.
Excerpted and adapted from The Win-Win Classroom, by Jane Bluestein, Ph.D. © 2008, Corwin Publishing, Thousand Oaks, CA.
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See related handouts:
Guidelines for Offering Choices
Self-Assessment
Dealing Successfully with your Students’ Parents
Getting Away with Success
Motivating Cooperative Behavior
Rules and Boundaries
Behavior Management: Intervention Strategies
Win-Win Strategies for Administrators
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