A three step strategy for training a beginning teacher to use positive social reinforcement in the classroom
Date of Award
Master of Arts
The purpose of the study was to measure the effectiveness of a three-step strategy designed to modify a classroom teacher's consequating behavior. In Step 1, a group contingency game was introduced into the classroom to reduce talk-outs and out-of-seats. In Step 2, the game was supplemented by observer instructions and feedback to the teacher concerning her consequating behavior. The purpose of the feedback was to increase teacher approval for appropriate behavior and to decrease teacher disapproval for inappropriate behavior. In Step 3, the group contingency game was removed but the teacher continued to receive feedback on her consequating behavior. Therefore, in this condition, classroom discipline became dependent on the teacher's skill in administering social reinforcement. Results showed that the greatest increase in teacher approval and the greatest decrease in teacher disapproval occurred in the game plus feedback conditions. Student talk-outs and out-of-seats were reduced considerably in each condition in which the group contingency game was played. Follow-up showed that the positive effects of training were not maintained in the teacher's post-intervention behavior. These results indicate that the strategy may be an effective way of helping a troubled teacher to gain control of his/her classroom through the use of positive social reinforcement. However, methodological changes are needed to increase the long-term effectiveness of the training procedure.
Morris, Robert D., "A three step strategy for training a beginning teacher to use positive social reinforcement in the classroom" (1976). Master's Theses. 769.