A Case Study ofPositive Versus Negative Teacher Reinforcements and their Effects on Student Behavior

Laura RossanoThe Tech CenterNew Visions Education

Introduction The purpose of this study is to determine if positive

versus negative teacher reinforcements have an effect on student behavior.

Classroom management plays a major role in a child’s behavior. Teachers must learn how to use and enforce certain classroom management techniques.

An important key factor in classroom management is effectively responding and interacting with each student.

Introduction

Most people respond better when people are speaking positive towards them.

Some things that may affect a teacher and their student’s behavior are:

Classroom environment Well-guided classwork instruction Organization Techniques Rules Punitive vs. non- punitive teacher reinforcements

Thesis Statement

Does positive versus negative teacher

reinforcements show a difference in student

behavior?

Background Research “Teachers should be able to create a positive

environment for the students and have the ability to prepare well guided practice in coursework while receiving feedback.” (Oliver 2007)

“Classroom behaviors can be altered by modifying the classroom environment. Things such as rearranging seats, creating group space, adding plants and inspirational posters are important parts in classroom management.” (Guardino 2010)

“They need to be taught proper techniques and prompts to ensure that they understand how to run their classroom and have control over their students.” (Simonsen 2010)

“Teachers must create a set of rules in which they must follow throughout the year. These rules should be based upon what behaviors are appropriate in a classroom in order for it to run smoothly with no discipline problems.” (Levin 2003)

“There are four different types of research approaches. This includes interaction analysis, ecological research, applied behavior analysis, and process-product correlation research.” (Skiba 1983)

“Intense reprimanding that is loud and public are undesired reactions of punitive teachers. Non punitive teachers are quiet, calm and personal. Behavior begins to get better when teachers use kind tones and respect the students.” (Englander 1986)

Methodology This study was conducted to observe the

interaction between the teacher and the students.

Participants in this study were 45 kindergarten students and 2 kindergarten teachers in a suburban town in New York.

Each class was observed once for thirty minutes each time.

The classes had both male and female students

Methodology Data was collected based on how the student

responded to their teacher and how they went about doing this.

Certain responses were specifically recorded:

Listening Smiling Positive Obeying Crying Refusing Negative Disobeying

Methodology

An observation instrument was used by tallying up teacher reinforcements versus student responses on a chart.

The student response was in one column of the chart and the teacher reinforcement was on another.

Data was analyzed by using this observation instrument and answering questions based on the results of the instrument.

Results Positive teacher reinforcements have a positive

effect on students while negative teacher reinforcements have a negative effect on the students.

At times there was an inverse relationship between these two variables.

Four out of sixteen times was this only noticed during the observations taken.

Observation tables 1 and 2 both show that positive teacher reinforcements lead to positive student responses and negative teacher reinforcements lead to negative student responses.

Observations: Classroom 1Teacher: Positive Reinforcement

Student Response(Positive/Negative)

Teacher: Negative Reinforcement

Student Response(Positive/Negative)

Teacher complimented a student on their correct answer to a question

Positive- student smiled    

Gave good feedback to a student during a class discussion

Positive- smiled and listened

   

    Told student she could not help another student because he was in the middle of taking a test

Positive- student understood, nodded, and listened.

    Abruptly told a student he needs to start writing for the assignment

Negative- did not say anything and continued to sit there and not do work.

    Told student he must keep quiet because she “does not want to hear any voices”

Positive- student stopped talking and obeyed the directions

Student gave teacher a drawing and she let the student know she loved it by getting really excited

Positive- smiled and laughed

   

    Student was fooling around so the teacher moved his seat and raised her voice

Negative- frowned and slowly moved seats

Helped student who was overwhelmed with something that had happen in the class

    Negative- student was still panicking because she didn’t know what to do

Observations: Classroom 2Teacher: Positive Reinforcement

Student Response(Positive/Negative)

Teacher: Negative Reinforcement

Student Response(Positive/Negative)

    Angrily told a student to stop running around and to clean up after himself.

Negative- student angrily pushed a chair in and sat down.

    Abruptly told a student to get on the rug and pay attention.

Negative- student frowned and quickly moved to the rug.

Teacher told the class to listen carefully and to do “silent cheers” for the good news that she was giving them.

Positive- students got excited and listened quietly to what the teacher was saying.

   

Nicely told student to sit on his chair on his bottom.

Positive- student fixed his seat and listened.

   

    Told a student her hand was not raised and she would call on her when her hand was raised.

Positive- student obeyed and waited until she raised her hand again.

    Told student to stop using crayons on the worksheet.

Negative- student turned red and became anxious at what the teacher was telling him.

    Teacher reprimanded a student because he was scribbling and poking holes through his project.

Negative- Student became angry and sad and frowned.

Student did a good job on her work so teacher called on her to share her great work with the class.

Positive- student was smiling and got excited.

   

Discussion of Results This study can relate back to teachers and can help them

manage their classroom better and know how to act towards their students in a positive way.

Previous research done by Levin (2003) showed that having a good set of classroom rules will lead to a positive environment.

The observations that were done in this study showed that having a set of rules that were followed well by the class, led to positive reinforcements and positive student responses.

More research done my Levin (2003) showed that implementing an effective lesson to the class leads to positive interactions between the teacher and students.

This study showed no correlation to that variable. The lesson that the teachers were giving had mixed results.

Limitations/Further Research

The limits of this study was that only two teachers in two different classrooms were observed.

Further research may include:

Observing more teachers and students.

Observing for a longer period of time.

Significance

This research is significant for both teachers and students.

Teachers may learn how to manage their class in a positive way which will have a positive effect on student behavior and learning.

When the class is behaving well then there is more time for the teacher to be teaching lessons, therefore more learning will take place.

References Canter, L & Canter, M. (1992). Assertive Discipline: Positive Behavior

Management for Today’s Classroom. Santa Monica, California; Canter & Associates, Inc.

Englander, M. E. (1986). Strategies for Classroom Discipline, New York, New York; Praeger Publishers.

Guardino, C.A & Fullerton, E. (2010). Teaching Exceptional Children. Changing Behaviors by Changing the Classroom Environment. 42(6), 8-13.

Levin, J &Nolan F, J. (2003). Classroom Rules. What Every Teacher Should Know About Classroom Management. 18-20.

Oliver, R. M. (2007). Innovation Configuration for Classroom Organization and Behavior Management. Effective Classroom Management: Teacher Preparation and Professional Development. 4-9.

References Rosenthal, R & Jacobson, L. (1968). Pygmalion in the Classroom.

Madison Avenue, New York; Rinehart and Winston, Inc.

Simonsen, B; Myers, D & DeLuca, C. (2010). Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise. Teacher Education and Special Education. 33(4). 300-318.

Skiba, R. J. (1983). Important Variables in Classroom Management. Classroom Behavior Management: A Review of the Literature. Monograph No. 21. 21, 17-37.

Thijs, J & Verkuyten. M. (2009). The Journal of Genetic Psychology. Students' Anticipated Situational Engagement: The Roles of Teacher Behavior, Personal Engagement, and Gender. 170(3). 268-287.

Wheatley, R. K; West, R.P & Charlton, C.T. (2009). Education and Treatment of Children. Improving Behavior though Differential Reinforcement: A Praise Note System for Elementary School Students. 32(4). 551-571.