Classroom Application of Reinforcement and Punishment:

Implementation of Behaviour Theory

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Positive Reinforcement: Providing Something Pleasant
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To restore order to an unruly class (or group of students), a teacher may call for a class meeting
to explain that new rules will be established and greater effort will be used to enforce these rules.
However, instead of dictating them, students should have an opportunity to create the rules and
consequences that they feel are fair, equitable and justified (Orey et al., 2002).

First, without judgment, the teacher should write the students ideas on the board. Then, they will
vote on the ones that they like best, and these will become the new classroom rules and
consequences. Suggested rules will likely resemble the current teacher-mandated rules, but as
these are coming from the students, there will be a heightened sense of ownership,
accountability, and motivation to follow them (Orey et al., 2002).

Once agreeing to the new rules and consequences, the teacher may introduce rewards as an
incentive for good behavior, again encouraging the students to come up with a list of desired
rewards. The list may include items such as:
5. Free time at the end of class
6. Leaving class one minute earlier to beat the lunch crowd
7. Coming back to class one minute later without penalty
8. Free homework or quiz passes
9. Being able to bring and eat their lunch in class, if they clean up the trash

Typically, students respond to this method by behaving as expected, according to their own rules/
consequences. Once they realize that good behavior will result in positive rewards, there is often
an immediate and noticeable change in their attitude and behavior as they begin to act more
respectful in an effort to gain the reward(s) (Orey et al., 2002).

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Negative Reinforcement: Removing Something Unpleasant
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In situations where students are limited due to lack of resources (perhaps students are only
allowed one visit per day to the library to exchange books), students may be encouraged to read
more proficiently by removing the limitation. Proficient readers require access to more reading
materials, but if the entire school had unlimited access, the library would be overrun due to lack
of resources. A teacher may allow students who finish their books quickly the privilege of
removing the restrictions to the library. Before students restrictions are removed, they would
need to prove to their teacher that they read their book (provide a summary, answer a question,
etc.). Interested students would be motivated to improve their reading skills (Orey et al., 2002).

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Positive Punishment: Providing Something Unpleasant
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This may be useful for dealing with a few unruly students. Positive punishment provides the
student with something unpleasant (object or activity) in order to discontinue their behavior.
Commonly used examples for younger students is providing them with a note to give their
parents telling them about the students poor behaviour, or giving them a time out during a fun
period of class. Common examples for older students include giving detentions, having them
write out the rule(s) they have broken during recess, and/or having the student write a note to
their parents explaining their misbehavior. Many believe that this type of punishment works
because younger students do not like to disappoint their parents with notes sent home and older
students do not want to do more work (Orey et al., 2002).

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Negative Punishment: Removing Something Pleasant
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Negative punishment should be avoided, as it is ineffective for modifying behaviour in a

classroom environment. The potential benefit of negative punishment is far outweighed by the
negative classroom perception, stigma to the student, and the damaging effect on the studentteacher relationship that negative punishment causes (Darby, 2003).

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References:
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Darby, S. (2003). Learning theories in the classroom: Behaviourism. Retrieved from http://
www.did.stu.mmu.ac.uk/cme/Student_Writings/ProfStudies/SueDarby.html

Orey, M., Garland, L., Martin, L., Xiong, M. (2002). Scenarios for Using Behaviorism. In M.
Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from
http://epltt.coe.uga.edu