Behavior Modification Methods in School Essay -- Positive Interdepende

Education in the linked States is a continuous source of controversy. How should the generations be taught? This is an extremely important and in depth issue that has many levels. Each level has its own disagreements. whiz cross level of education that has been researched is whether or not behavioral methods argon effective enough to be used in the classroom to remediate pedantic performance. As slew be seen in the data include here, there be many forms of substantiative reinforcement contingencies that can be presented in the classroom. These may include social satisfys, equal acceptance and rise from peers, tangible rewards, homogeneous the sign economy, or internally motivating rewards, like having a sense of self-efficacy and feeling confident and proud of a event accomplishment. The studies included here investigate cooperative learning strategies and how behavioral methods interrelate to academic performance that way, the use of rewards for good or betterd perfo rmance, and therefore finally how the removal of a punishing aspect of the classroom environment, like a t from each oneers criticism can possibly improve academic performance. Cooperative learning is one process that includes behavioral methods. A reward structure is included in cooperative 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 readily 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 hearty a group has wise to(p) something as a whole. Each individual in the group gets rewarded if and only if each individual person has learned the material sufficiently. A second facet of cooperative learning includes positive refinement interdependence and positive reward interdependence (Mesch, Johnson, & Johnson, 1987). Positive goal inte rdependence is when students perceive that they can achieve 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 succeederfully 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. diary 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). Equity and the use of reward to elicit lofty performance. Journal of Personality and Social Psychology, 25(1), 75-83. Lew, M. , Mesch, D., Johnson, D. W., & Johnson, R. (1986). Positive interdependence, Academic and collaborative-skills group contingencies, and free students. American Educational Research 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. Psychological Reports, 27(3), 903-908.