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PEAKING
URPOSES
NSTRUCTIONAL
POSITIVE VS NEGATIVE
REINFORCEMENT
Positive reinforcement :
r-e-w-a-r-d
Negative reinforcement :
p-u-n-i-s-h-m-e-n-t
REINFORCEMENT
Positive response by one
person to another’s behavior so
that the probability of that
behaviour occuring again is
increased.
Positive reinforcement
TYPES OF REINFORCEMENT
(SOURCE OF REINFORCEMENT)
1. Vicarious reinforcement
2. Peer reinforcement
3. Self reinforcement
VICARIOUS REINFORCEMENT
 Another person being reinforced for a
behaviour can strongly influence the
observer to act in a similar manner
 The change in the behaviour of observers
as a function of witnessing the
consequences accompanying the
performance of others
 Appropriate for busy classrooms with large
number of pupils
 Extrinsic reinforcement
PEER REINFORCEMENT
Reinforcement in the classroom
that comes from pupil peer group
(the opinions, evaluations,
encouragement, and approval of
peers)
Extrinsic reinforcement
SELF REINFORCEMENT
Exercising some degree of control
over the pupils’ actions by utilizing
self generated stimulation
Intrinsic reinforcement
TYPES OF REINFORCEMENT
(WAY OF DELIVERING REINFORCEMENT)
1. Verbal reinforcement
2. Gestural reinforcement
3. Token reinforcement
VERBAL REINFORCEMENT
 Praise and blame/criticism (approval and
disapproval) may be related to pupil
achievement.
 Verbal reinforcement should be:
- sincere and credible
- specific
- contingent or individual
- varied
EXAMPLES OF
VERBAL REINFORCEMENT
 Words:
Yes Good Correct
That’s right Fine Nice work
Great Uh-huh Beautiful
 Sentences:
Well done, Greg. I’m pleased with that.
That’s good work. Well thought out.
Keep it up, Louise. You’re doing better.
That’s interesting. Let’s whatch him do it.
I like the way you explained that. You’re on the right track.
I admire when you work like that.
You have caught on very quickly.
You should be proud of this.
GESTURAL REINFORCEMENT
Gesturing for reinforcement which
refers to the teacher’s use of smiles,
nods, or pointing as non verbal
responses to pupil’s contributions to
the lesson, performance or behaviour
EXAMPLES OF
GESTURAL REINFORCEMENT
 Facial
raising eyebrows smiling
winking wrinkling nose
whistling laughing
 Bodily
clapping hands raising arms
thumbs up pointing
shaking head shrugging shoulders
signaling O.K. nodding
TOKEN REINFORCEMENT
The use of ‘token’ (stars, tick,
stamp, money, food, books,
prizes, etc) to reinforce pupils’
achievement.
Modified for different ages
REINFORCEMENT
strengthens students’:
1. attention and motivation
2. classroom behaviour
3. learning and achievement
COMPONENTS OF THE SKILL
1. Verbal reinforcing
2. Gestural reinforcing
3. Activity reinforcing
4. Proximity reinforcing
5. Contact reinforcing
6. Token reinforcing
ACTIVITY REINFORCING
 Activities/tasks that pupils prefer or enjoy and still
clearly contribute the general lesson:
- related games, songs
- letting them go first
- allowing them have extra free time
- using audio visual aids
- allowing them to assume resposobility for
equipment
- giving extra physical education time
PROXIMITY REINFORCING
 Teacher attention to, display, of interest in, and
physical nearness to pupils, when linked to pupil
performance:
- standing alongside
- advancing toward
- sitting on a desk near a group
- cooperating in a group activity
- walking nearby
- gently guiding
CONTACT REINFORCING
 Closely related to proximity reinforcing. It is the
term applied to a teacher’s use of physical contact.
- pat on the shoulder
- shaking hands
- ruffling of the hair
 It is not appropriate with older learners.
MODES OF USAGE
1. Group reinforcement
2. Delayed reinforcement
3. Qualified reinforcement
GROUP REINFORCEMENT
It will assist teacher to develop
classroom climate in which all
participants work together in a
cooperative spirit.
DELAYED REINFORCEMENT
in discussion
reinforcing when concluding or
reflecting
QUALIFIED REINFORCEMENT
 is given when pupils do not completely answer
questions or just partially do tasks.
 Examples:
- Good, you are on the right track..., but...
- you have grasped a number of aspects..., but ...
- ..., but you have gone far enough?
- ... Is there anything you have left out of
consideration

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IS material_Rienforcement.ppt

  • 2. POSITIVE VS NEGATIVE REINFORCEMENT Positive reinforcement : r-e-w-a-r-d Negative reinforcement : p-u-n-i-s-h-m-e-n-t
  • 3. REINFORCEMENT Positive response by one person to another’s behavior so that the probability of that behaviour occuring again is increased. Positive reinforcement
  • 4. TYPES OF REINFORCEMENT (SOURCE OF REINFORCEMENT) 1. Vicarious reinforcement 2. Peer reinforcement 3. Self reinforcement
  • 5. VICARIOUS REINFORCEMENT  Another person being reinforced for a behaviour can strongly influence the observer to act in a similar manner  The change in the behaviour of observers as a function of witnessing the consequences accompanying the performance of others  Appropriate for busy classrooms with large number of pupils  Extrinsic reinforcement
  • 6. PEER REINFORCEMENT Reinforcement in the classroom that comes from pupil peer group (the opinions, evaluations, encouragement, and approval of peers) Extrinsic reinforcement
  • 7. SELF REINFORCEMENT Exercising some degree of control over the pupils’ actions by utilizing self generated stimulation Intrinsic reinforcement
  • 8. TYPES OF REINFORCEMENT (WAY OF DELIVERING REINFORCEMENT) 1. Verbal reinforcement 2. Gestural reinforcement 3. Token reinforcement
  • 9. VERBAL REINFORCEMENT  Praise and blame/criticism (approval and disapproval) may be related to pupil achievement.  Verbal reinforcement should be: - sincere and credible - specific - contingent or individual - varied
  • 10. EXAMPLES OF VERBAL REINFORCEMENT  Words: Yes Good Correct That’s right Fine Nice work Great Uh-huh Beautiful  Sentences: Well done, Greg. I’m pleased with that. That’s good work. Well thought out. Keep it up, Louise. You’re doing better. That’s interesting. Let’s whatch him do it. I like the way you explained that. You’re on the right track. I admire when you work like that. You have caught on very quickly. You should be proud of this.
  • 11. GESTURAL REINFORCEMENT Gesturing for reinforcement which refers to the teacher’s use of smiles, nods, or pointing as non verbal responses to pupil’s contributions to the lesson, performance or behaviour
  • 12. EXAMPLES OF GESTURAL REINFORCEMENT  Facial raising eyebrows smiling winking wrinkling nose whistling laughing  Bodily clapping hands raising arms thumbs up pointing shaking head shrugging shoulders signaling O.K. nodding
  • 13. TOKEN REINFORCEMENT The use of ‘token’ (stars, tick, stamp, money, food, books, prizes, etc) to reinforce pupils’ achievement. Modified for different ages
  • 14. REINFORCEMENT strengthens students’: 1. attention and motivation 2. classroom behaviour 3. learning and achievement
  • 15. COMPONENTS OF THE SKILL 1. Verbal reinforcing 2. Gestural reinforcing 3. Activity reinforcing 4. Proximity reinforcing 5. Contact reinforcing 6. Token reinforcing
  • 16. ACTIVITY REINFORCING  Activities/tasks that pupils prefer or enjoy and still clearly contribute the general lesson: - related games, songs - letting them go first - allowing them have extra free time - using audio visual aids - allowing them to assume resposobility for equipment - giving extra physical education time
  • 17. PROXIMITY REINFORCING  Teacher attention to, display, of interest in, and physical nearness to pupils, when linked to pupil performance: - standing alongside - advancing toward - sitting on a desk near a group - cooperating in a group activity - walking nearby - gently guiding
  • 18. CONTACT REINFORCING  Closely related to proximity reinforcing. It is the term applied to a teacher’s use of physical contact. - pat on the shoulder - shaking hands - ruffling of the hair  It is not appropriate with older learners.
  • 19. MODES OF USAGE 1. Group reinforcement 2. Delayed reinforcement 3. Qualified reinforcement
  • 20. GROUP REINFORCEMENT It will assist teacher to develop classroom climate in which all participants work together in a cooperative spirit.
  • 22. QUALIFIED REINFORCEMENT  is given when pupils do not completely answer questions or just partially do tasks.  Examples: - Good, you are on the right track..., but... - you have grasped a number of aspects..., but ... - ..., but you have gone far enough? - ... Is there anything you have left out of consideration