Reinforcement Strategies for Effective Classroom Management
In
previous articles, we discussed small strategies and techniques that
help make the learning process smoother.
In today’s article, we’ll
focus on reinforcement strategies that teachers can use to manage
classroom behavior more effectively.
What Is Reinforcement?
You’ve probably heard about using reinforcement to control behavior—and
perhaps also heard concerns about its misuse.
Some people believe
that reinforcement can make students “greedy” or that it’s a form of
bribery. There’s truth in that—but only if it’s used incorrectly.
In reality:
“Reinforcement strengthens a desired behavior,
and it is always given after that behavior occurs.”
(Skinner, 1953)
Let’s make this clear with an example:
Bribery happens before
a behavior, to get a child to act a certain way.
Reinforcement happens after a behavior, to encourage it to happen again.
Example:
A child cries for a toy in the market, and the parent buys
it to stop the crying. That’s bribery, and it strengthens the unwanted
crying behavior.
But if the parent refuses in the store and later
rewards the child for calm behavior, that’s reinforcement—it strengthens
the positive behavior (Bandura, 1977).
Positive Reinforcement
Strategies for the Classroom
1. Verbal Praise with Specific
Feedback
Instead of general praise like “Good job,” use specific
feedback that acknowledges effort and behavior.
Example:
“I really admire how you stayed focused and solved that math problem
step by step.”
This kind of feedback feels genuine and helps
students recognize the link between their behavior and success (Hattie &
Timperley, 2007).
Other examples:
“I noticed you
helped your classmate—that’s great teamwork.”
Nonverbal
gestures such as smiles, thumbs up, or high-fives also work effectively
(Marzano, 2003).
2. Tangible Rewards
Small, visible
rewards can motivate students—especially younger ones.
Use them
thoughtfully to recognize consistent effort or progress rather than just
outcomes.
Examples include:
Stickers or stamps on
completed work
Small stationery items like erasers or pencils
“Star cards” or points toward a class prize
Such rewards
provide external motivation, which can later transition into intrinsic
motivation when used correctly (Deci & Ryan, 2000).
3. Prize
Box and Token Systems
Keep a prize box with small rewards such as
bookmarks or pencils.
Students earn tokens for positive
behaviors—like completing homework or helping peers.
At the end of
the week, they can “shop” using their tokens.
Alternatively,
display rewards openly and hand them out when positive behavior is
observed.
This visual reinforcement helps sustain consistent
engagement (Jones, 2007).
4. Special Privileges
Provide
privileges instead of material rewards.
They make students feel
trusted and responsible.
Examples:
Choosing their
seat for a day
Acting as the teacher’s helper
Leading a group activity or class line
Such privileges
develop self-esteem and reinforce a sense of belonging (Marzano &
Marzano, 2003).
5. Activity-Based Reinforcement
Use fun
learning activities as a reward for cooperative or focused behavior.
Examples:
Extra recess or free play time
Selecting
a classroom storybook
Using technology or games for learning
Activity reinforcement encourages positive peer interaction and builds
an enjoyable classroom culture (Jensen, 2005).
6. Positive
Notes for Parents
Send notes, certificates, or messages home when a
student shows improvement or kindness.
Example:
“Your child showed wonderful teamwork during group activity today!”
This connects school success with family support, reinforcing behavior
in both environments (Hamre & Pianta, 2001).
Important Points
to Remember
Focus on one behavior goal at a time.
Choose
reinforcers that are meaningful to your students.
Deliver
reinforcement immediately after the desired behavior.
Keep
reinforcement rules clear and consistent so students understand them.
Conclusion
When used correctly, reinforcement is not a bribe—it’s a
powerful tool that encourages growth, motivation, and respect in the
classroom.
It helps students feel valued, strengthens good habits,
and creates a more positive learning environment.
References
Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal
Pursuits: Human Needs and the Self-Determination of Behavior.
Psychological Inquiry, 11(4), 227–268.
Hamre, B. K., &
Pianta, R. C. (2001). Early teacher–child relationships and the
trajectory of children’s school outcomes. Child Development, 72(2),
625–638.
Hattie, J., & Timperley, H. (2007). The Power of
Feedback. Review of Educational Research, 77(1), 81–112.
Jensen, E. (2005). Teaching with the Brain in Mind (2nd ed.). ASCD.
Jones, F. (2007). Tools for Teaching. Fredric H. Jones & Associates.
Marzano, R. J. (2003). Classroom Management That Works: Research-Based
Strategies for Every Teacher. ASCD.
Marzano, R. J., &
Marzano, J. S. (2003). The Key to Classroom Management. Educational
Leadership, 61(1), 6–13.
Skinner, B. F. (1953). Science and
Human Behavior. Macmillan. |