Behavior Modification Methods in School Essay -- Positive Interdepende

Education in the United States is a continuous bug of controversy. How should the generations be taught? This is an extremely important and in depth issue that has many an(prenominal) levels. Each level has its own disagreements. One particular level of reproduction that has been researched is whether or not mienal methods atomic number 18 effective enough to be dropd in the classroom to improve academic performance. As merchantman be seen in the data implicated here, there are many forms of substantiative reinforcement contingencies that erect be presented in the classroom. These may include social rewards, like acceptance and encouragement from peers, tangible rewards, like the particular economy, or internally motivating rewards, like having a sense of self-efficacy and jot confident and proud of a particular accomplishment. The studies include here check up on conjunct eruditeness strategies and how behavioral methods relate to academic performance that way, the u se of rewards for good or improved performance, and then finally how the removal of a punishing aspect of the classroom environment, like a teachers criticism can possibly improve academic performance. Cooperative learning is one process that includes behavioral methods. A reward structure is included in accommodating learning technology. Rewards can include grades, teacher approval, or physical rewards. In order for a reward structure to be effective, the rewards must be presented to the student quickly after the desired behavior has occurred. What makes this type of reward structure particular to cooperative learning styles is that rewards are given based on how well a group has knowledgeable something as a whole. Each person in the group gets rewarded if and yet if each individual person has learned the material sufficiently. A help facet of cooperative learning includes positive goal interdependency and positive reward interdependence (Mesch, Johnson, & Johnson, 1987). Posi tive goal interdependence is when students perceive that they can fulfill their goals if and only if the other students with whom they are cooperatively linked achieve their goals. Whereas, positive reward interdependence exists when each member of a cooperative learning group receives the same reward for successfully completing a joint task (Mesch, Johnson, & Johnson, 1987). Mesch, Johnson, and Johnson (1987) state that on the positive goal interdependence ... ...76). Controlling personal rewards Professional teachers differential use of feedback and the effects of feedback on the students motivation to perform. ledger of Educational Psychology, 69(4), 419-427. Harris, A. M., & Covington, M. V. (1993). The role of cooperative reward interdependency in success and failure. Journal of Experimental Education, 61(2), 151-168. Leventhal, G. S., & Whiteside, H. D. (1973). fairness and the use of reward to elicit high performance. Journal of Personality and accessible Psychology, 25(1 ), 75-83. Lew, M., Mesch, D., Johnson, D. W., & Johnson, R. (1986). Positive interdependence, Academic and collaborative-skills group contingencies, and isolated students. American Educational enquiry Journal, 23(3), 476-488. Mesch, D., Johnson, D. W., & Johnson, R. (1987). Impact of positive interdependence and academic group contingencies on achievement. The Journal of Social Psychology, 128(3), 345-352. Rickard, H. C., Clements, C. B., & Willis, J. W. (1970). Effects of contingent and noncontingent token reinforcement upon classroom performance. mental Reports, 27(3), 903-908.