Educators commonly consider praise an example of positive reinforcement. They are correct, but they may also be incorrect because the effect upon students of educators administering praise is influenced by the students themselves. Two situations, at least, exist where praise may not bring about its intended effect. Praise may be inappropriate when…

Discusses the power of teacher praise and attention on training students with disabilities to recruit teacher attention. Describes types of students who could benefit from recruitment training, along with the skills and behaviors that can be taught. Provides strategies are provided for teaching recruiting skills. (CR)

This paper suggests that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems may more likely be used as setting events to enhance the effects of teacher coercion rather than as potential setting events to enhance positive reciprocal interactions.…

Process reinforcement is proposed as a reinforcement method that is more comfortable, personal, comprehensive, and interactive than traditional behavior modification. Process reinforcement strengthens desired behaviors by engaging learners in a one-on-one examination of how they achieved correct responses and by practicing comfortable eye contact…

Suggestions are offered for formulating a classroom management system where students develop social and psychological strengths, responsibilities, and independence in a positive classroom atmosphere. In this classroom, the teacher stresses the positive and is consistent without always being concerned with being "in control." (DF)

This book about classroom management provides teachers with information on how to help students become the kind of people they want them to be. It offers a guide to the Responsive Classroom approach, a social and emotional learning program that creates an ideal environment for learning. Section 1, "Building a Learning Community,"…

Offers 10 principles of classroom discipline that can serve as general guidelines for teachers. These are: focusing, direct instruction, monitoring, modeling, cuing, environmental control, low-profile intervention, assertive discipline, I-message, and positive reinforcement. (IW)

Presents positive strategies to help teachers turn behavior problems in the classroom around. Suggestions include looking for the good rather than the bad, avoiding negative labels, seeking coaches and avoiding critics, and working with parents. A list of 10 steps to success are provided. (SM)

Presents suggestions to assist elementary teachers in engaging their students in investigating real environments to develop true self-esteem and learn to cope with occasional frustration or negative feedback. One sidebar discusses how much self-esteem is enough. Another sidebar suggests questions to ask before praising a child. (SM)

This book provides K-12 teachers with concrete, step-by-step guidance on how to improve student behavior through positive classroom management. It explains how to take control of the classroom, offering an alternative to threats, rewards, and punishments. The book is divided into an introduction and three sections with seven chapters. The…

A behavior modification program designed to increase the rate of mathematics homework completion by a learning-disabled student is reported. The 9-year-old subject habitually failed to complete daily math homework assignments and had not responded to a classroom behavior modification program. The subject and teacher created a 3-week contract and…

This guide describes eight skills every teacher should learn that were derived from a study of 252 schools in 50 states, American territories and protectorates, and 14 foreign countries over a 16-year period (1980-1996). Interviews were conducted with 769 teachers, 253 administrators, and 23 other school personnel. The skills include: (1) the…

The Trust-Conflict Cycle conceptually organizes the tools and skills available to foster positive relationships between teachers and emotionally disturbed students. A menu of intervention tools to help teachers stay within the Trust Cycle and out of the Conflict Cycle includes appropriate responses, stress reduction, self-esteem/worldview,…

A review of literature dealing with psychological needs, including work by Maslow (with explanations of comfort, security, the social instinct, ego gratification, and self actualization) serves as a foundation for an examination of the problem of motivating students. Two major causes of lack of motivation, poor teaching and poor curriculum, are…

Noting that the most common problem reported by adults in the early childhood educational setting or in the home is getting children to behave, this booklet presents ideas for teachers and parents to help them plan for changes in behavior. The booklet is divided into three chapters. Chapter 1, "Basics of Good Behavior Guidance," provides…