| -- End Ad Box ---> | | | | John resorts to acting out for attention in that |
| Long Term Benefits of Positive Reinforcement vs | | | | class |
| Negative Reinforcement by J. Richard Kirkham | | | | As his peers grow accustom to his behaviors |
| Over the years of tutoring students with behavior | | | | John escalates them in order to receive the same |
| challenges, I've noticed a pattern of negative | | | | amount of attention. |
| reinforcement by both parents and teachers in an | | | | The parents finally have a meeting with the |
| attempt to diminish or stop such behaviors. | | | | teacher of that class to find out why John gets |
| Let's review some basic behavioral reactions from | | | | into trouble in that class. |
| all human beings. This includes both adults and | | | | This can escalate further but generally doesn't. Do |
| children since these are basic behaviors. | | | | you now understand, however, why we act out |
| Children and adults avoid negative stimuli. | | | | in a negative manner in order to get attention. |
| This includes but is not inclusive to spankings, | | | | We keep the traits in us which are reinforced |
| getting yelled at by the boss, or even | | | | whether this reinforcement consists of negative |
| disapproving looks. | | | | or positive stimuli. |
| Children and adults attempt to receive positive | | | | Let's now examine some parents who, through |
| stimuli | | | | classes study or perhaps even buying my book |
| This includes but is not inclusive to hugs, getting | | | | (were they the one's) understand the importance |
| complemented by the boss, or even approving | | | | of consistent positive reinforcement. |
| looks. | | | | John gets a D on his test |
| In the absence of any stimuli children and adults | | | | A compliment is followed by constructive |
| will attempt to create situation wherein responses | | | | questions |
| by authority figures or peers is motivated. | | | | John changes his study habits |
| In most cases I've witnessed in both children and | | | | John still gets a D |
| adults the activity to promote this stimuli tends to | | | | The parents hit a heavy bag, power-walk and |
| be in the form of a negative behavior issue. | | | | release their stress in constructive ways. |
| Again, this applies to both children and adults from | | | | A compliment is followed by constructive |
| throwing paper airplanes to antics at the water | | | | questions |
| cooler at the office. | | | | The parents have a meeting with John's teacher |
| Why are these behaviors primarily negative? | | | | for the class. |
| Let's consider the way we were raised. | | | | The teacher works with John. |
| I've actually had successful, intelligent parents tell | | | | John probably does better on the next test. |
| me and I quote one person | | | | Regardless of the results John still has his support |
| "My wife and I don't believe in rewarding | | | | group and is not alone. Which means I probably |
| expected behavior." | | | | won't get the you're my last hope call. |
| What do you believe my former student will do | | | | Let's carry both these scenarios into adulthood |
| when he/she feels a need for attention? Do well | | | | Primarily Negative Stimuli |
| on a test? No, that's expected. As is behaving in | | | | John graduated high school with B's and C's He's |
| class, in public and basically acting in an appropriate | | | | working at a grocery store. He bags groceries |
| manner in all situations. | | | | and is a hard worker. He does what he's told at |
| I've seen the same attitude in over 75% of the | | | | work because he doesn't want to get into trouble. |
| parents who hired me to consult with them over | | | | He shows up to work regularly and has had a |
| email or tutor their child and it's not the parents | | | | few raises. |
| fault. Most parents don't have a background in | | | | Scenario with primarily positive reinforcement |
| teaching, counseling or psychology They raise | | | | John graduated high school with A's and B's. He |
| their children, in most cases, the way they were | | | | started out bagging groceries. John knew he could |
| raised. Getting the occasional tip from another | | | | do better than that. He worked hard utilizing the |
| parent or television. If the technique the parent | | | | same positive reinforcement techniques his |
| uses even temporarily hinders a behavior. They | | | | parents had utilized with him to improve his |
| feel successful. | | | | self-confidence. The customers, coworkers, and |
| For the most part, if the child has no extreme | | | | management appreciated his positive attitude and |
| behaviors, the parents techniques raise a socially | | | | hard work. John asked questions and was not |
| acceptable child with average goals in life, but at | | | | afraid to try or suggest new ways of performing |
| what loss of potential? | | | | daily tasks at work. |
| Let's look inside the mind of a child through | | | | He's now the manager of the grocery store with |
| adulthood. | | | | a very busy schedule as he is taking college |
| Let's presume he/she has average self-trained | | | | courses in the evening. |
| parents who understand the benefits of positive | | | | Conclusion |
| reinforcement, but are, for the most part unsure | | | | Though John's character is fictional, the results are |
| how to execute it and therefore is sporadic at | | | | not. Self-confidence and a lack of fear to attempt |
| best. | | | | to achieve tasks without negative reprisals due to |
| Here's a scenario; | | | | temporary lack of achievement is a must for the |
| John gets an A on his test. Parents praise him. | | | | building blocks for both leadership and innovation. |
| The next class John tries hard though he gets a | | | | Without consistent positive reinforcement the |
| D. Parents admonish him. | | | | child's chances of realizing this self-confidence to |
| John gets another D in the same class. Parents | | | | perserveer and to develop and initiate new ideas |
| ground him | | | | and methodology is greatly restricted. |
| John gets yet another D parents take away his | | | | Let me conclude with a quote from my book |
| hand held gamer | | | | Do you want your child to want to do the |
| John stops trying in the class | | | | right thing or be afraid to do the wrong thing? |