Behavior Modification Methods in School Essay -- Positive Interdepende

Education in the United States is a continuous source of controversy. How should the generations be taught? This is an extremely important and in knowledge issue that has legion(predicate) levels. Each level has its own disagreements. One particular level of education that has been researched is whether or not behavioral methods are effective exuberant to be used in the schoolroom to improve academic performance. As can be seen in the data included here, there are many forms of positive reinforcement contingencies that can be presented in the classroom. These may include social requites, like acceptance and encouragement from peers, tangible remunerates, like the token economy, or internally motivating honours, like having a sense of self-efficacy and feeling confident and proud of a particular accomplishment. The studies included here investigate cooperative learn strategies and how behavioral methods relate to academic performance that way, the use of rewards for good or i mproved 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 learn 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 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 learned something as a whole. Each person in the group gets rewarded if and barely if each individual person has learned the material sufficiently. A second facet of cooperative learning includes positive goal interdependence and positive reward interdependence (Mesch, Johnson, & Johnson, 1987). Positive goal interdependence is when st udents 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 successfully completing a joint task (Mesch, Johnson, & Johnson, 1987). Mesch, Johnson, and Johnson (1987) utter 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. journal of Educational Psychology, 69(4), 419-427. Harris, A. M., & Covington, M. V. (1993). The role of cooperative reward interdependency in success and failure. daybook of Experimental Education, 61(2), 151-168. Leventhal, G. S., & Whiteside, H. D. (1973). Equity and the use of reward to elicit high 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 isolated 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.