When considering reinforcement for classroom behavior, it is as important to offer as much positive reinforcement for good classroom behavior as it is for corrective reinforcement for negative classroom behavior (Marzano, 2007). The style, frequency, and consistency of reinforcement for both positive and negative classroom behaviors may make the difference between a classroom atmosphere of respect and learning and one where chaos is a norm.

The style of both positive and negative reinforcement for behavior is of critical importance. While it is often beneficial to offer positive reinforcement in public, so as to highlight positive student behavior expectations, it is recommended that negative reinforcement be as private as possible so as to not shame the student, nor allow for more of a disruption than the negative behavior has already caused (Marzano, 2007). For example, technology makes it possible to highlight and reinforce positive behavior in a tactful but public manner. During a classroom learning activity a teacher may have ClassDojo on the screen where students can observe points being awarded to students who are on task or participating (ClassDojo, n.d.). Other forms of positive reinforcement can be verbal praise, smiles, or encouraging words after class. In addition, it has been well documented that contacting parents to report positive student behavior can be a very powerful reinforcement tool (Marzano, 20017).

Negative behavior can be corrected with less public, distraction minimizing strategies (Marzano, 2007). With clear classroom rules and procedures in place, each student can be expected to know proper classroom behavior during instruction and activities. With these rules and procedures in place, a teacher can then confidently offer correction to students who are engaged in negative classroom behavior. With students who have particularly challenging diagnosis, like ADHD, a teacher may choose to collaborate with the student to minimize classroom distractions. For example, a teacher and student may set up an agreement where the teacher taps student on shoulder when the student is displaying behavior that usually precipitates negative classroom behavior (Marzano, 2007). Another strategy that ensures minimal distraction is to use a student management card (SMC). A SMC can be used anytime a student is displaying a disrupting and/or negative classroom behavior (see pic).

The presenting of the card to the student indicates to the student that they have been flagged for a particular negative behavior. In addition, the card lets the student know the consequence that they can expect if the behavior does not cease. As indicated on the card, the student keeps the card in the corner of their desk and if the negative behavior stops, the student may simply throw the chit away at the end of class. However, if the negative behavior persists, the teacher will simply indicate to the student that the consequence is being carried out.

With a plethora of options for reinforcing positive behavior and correcting negative behavior, a teacher can ensure that they are frequently and consistently managing classroom behavior in such a way so as to fosters a positive learning environment. Public but tactful reinforcement of positive class behavior and private, collaborative correction of negative class behavior helps make this type of classroom a reality. The conceptualization of this type of classroom management strategy can be seen in the flow chart below.

ClassDojo for Teachers. (n.d.). Retrieved November 12, 2017, from

https://teach.classdojo.com/#/classes/5a031a1a21f124210ccf049c/points?_k=yn8mn8

Marzano, R. J. (2007, June 30). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Retrieved November 07, 2017, from https://eric.ed.gov/?id=ED509077