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A 6 page research paper that offers a literature review pertaining to positive reinforcement management techniques, with particular focus on the elementary classroom. Bibliography lists 12 sources.
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6 pages (~225 words per page)
File: D0_khposrei.rtf
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teachers in the realm of classroom management. The following is a review of pertinent literature on this topic. Maag (2001) considers the omission in teacher education of positive reinforcement
classroom management techniques to be "amazing," considering the volume of literature on positively and proactively management student behaviors that has existed since the time of Skinners seminal work in operant
learning theory. Since Skinner, techniques founded on positive reinforcement--such as "applications of token economies, behavioral contracts, and group-oriented contingencies"--have been "well develop and empirically validated" (Maag, 2001, p. 174). Additional
applications of positive reinforcement include "the use of chart moves, lotteries and raffles, 100 square chart, mystery motivators and the compliance matrix" (Maag, 2001, p. 174). Positive reinforcement is
a "universal principle" that is effective "regardless of the age, gender, culture or disability" of a child (Maag, 2001, p. 174). Why then, questions Maag, has this fallen out of
fashion as a behavior management technique (2001). Maag (2001) credits this development with a 1993 book, Punished by Rewards by Alfie Kohn, as providing the impetus for the rejection of
techniques based on positive reinforcement principles. While Kohns arguments were well received by educators, Maag argues that his conclusions ignored "significant bodies of literature" that provide more support for
positive reinforcement techniques than Kohn acknowledged (2001). Furthermore, Maag (2001) offers three propositions are to why positive reinforcement has not been widely employed as a classroom management technique. These are:
1. positive reinforcement is ignored and misunderstood because of a strong cultural ethos that encourages punishment; 2. the punishment paradigm that permeates education distorts teachers knowledge of several important terms
associated with managing students behaviors; 3. contrary to the beliefs of many educators and Kohn...positive reinforcement is a universal principle that occurs naturally in every classroom (Maag, 2001, p. 176).
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