Misconceptions On The Use Of Reinforcement With School-Age Children

The textbook describes how, historically, different criticisms have been voiced about the use of reinforcement and punishment with school-age children. The author explains that these concerns reflect a lack of understanding or possible misunderstandings of behaviorist principles. There were two myths and misconceptions that particularly peaked my interest.

The first myth/ misconception states that “reinforcement leads to dependence on concrete, external rewards for appropriate behavior” (p.78). The author states that critics argue that when teachers provide students with concrete rewards for their accomplishments, they are fostering an expectation or dependence on some external reward for appropriate actions. However, based on my personal
experience in the classroom and the prior readings, I do not think this is true. In Chapter 3 (pgs.52-55), the author carefully outlines the two types of reinforcement—positive (presentation of a stimulus after the response) and negative (the removal of a stimulus, usually an aversive or unpleasant one). Without taking material reinforcers or token reinforcers (i.e. the tangible, concrete, external rewards) into consideration, there are several types of positive reinforcement that can be implemented in the classroom to enhance desired behaviors (p.52).
For example, social reinforcers, used to communicate positive regard, such as attention, approval, and praise from both teacher and peers, can be “powerful reinforcers” (p.52). Students are social beings, and as such, they love receiving attention and praise; therefore, by providing these forms of positive regards, teachers are promoting appropriate behaviors. Likewise, activity reinforcers- “the opportunity to engage in a favorite activity”- can encourage students to engage in more-preferred tasks and demonstrate appropriate behaviors (p.52). Again, students take advantage of any opportunity they have to interact and communicate with peers, thus when teachers provide students with engaging activities that allow and encourage this interaction, most students tend to exhibit desired behaviors. Moreover, the author states that positive feedback, which “communicates a message that learners are performing well or making significant progress” and “gives guidance about how they might improve their performance” can also bring about “desired behavior changes”
(p.53). When students feel that they are progressing, they tend to work harder to accomplish tasks. Similar to the effects of external reinforcers, intrinsic reinforcers (such as feelings of satisfaction, success, mastery, pride, relief, etc.) can also motivate learners to engage in appropriate behaviors without requiring any type of external reinforcement (p.54). If teachers provide students with opportunities to master content in a way that makes them feel accomplished, students are more likely to exhibit similar behaviors in the future. To conclude, given the various forms of reinforcement, I do not think it is reasonable to say that reinforcement leads to a dependence on concrete, material rewards.

Another myth or misconception argues that “reinforcing one student for being good teaches other students to be bad” (p.79).
Again, like with the previous myth, I do not necessarily believe this to be true, given that not all students find the same type of reinforcement to be motivating. In my experience, students are motivated to complete tasks (and in turn, learn) for a variety of reasons. Some students value positive feedback and feeling successful/accomplished, while others seek social reinforcement and want to feel accepted by their peers. Similarly, some students value having the opportunity to engage in activities that are appealing or interesting to them, while others—those who internally motivated—enjoy learning for the sake of learning. Therefore, given that “what is reinforcing for one student may not be reinforcing for another,” students don’t normally exhibit negative behavior merely to receive the reinforcement that another student received (p.54). In my two years of experience, I have managed to have very few behavioral issues. In part, I attribute that to the PBIS system established in my school; however, at the same time, I would argue that consistently and frequently rewarding desired behaviors at the beginning of the school—while ignoring inappropriate behaviors—will help a teacher establish a positive classroom environment, in which students seek positive regard and feedback in appropriate ways. If you start from day one, students learn the expectations
that you have for them as a class, and they tend to behave accordingly.