Student behavior continues to be one of the main concerns in education. Meaningful feedback and/or recognition for accomplishments or efforts towards achieving set accomplishments are a necessary part of teaching new skills.
Student behavior continues to be one of the main concerns in education (Lewis & Sugai, 1999). Too often, adults assume that all students arrive to school equipped with the social and behavioral skills necessary to meet social expectations. Most students acquire these skills through support and models available from school, family, and community experiences). However, not all students have access to appropriate models or opportunities to practice skills with regular, meaningful feedback (Lewis & Sugai, 1999). Meaningful feedback and/or recognition for accomplishments or efforts towards achieving set accomplishments are a necessary part of teaching new skills (association (Marzano, Pickering, & Pollock, 2001). The resources provided below provide research and practical applications for using reinforcement and recognition with students.
Resource from The IRIS Center at Vanderbilt University
http://iris.peabody.vanderbilt.edu/case_studies/ICS-005.pdf
References
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Lewis, T.J. & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1-24.
