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I. Freedom and control A. People are under the control of the physical environment; however, some may develop a greater dependence on the educator than others. 1. The less dependent a student is on an educator, the more advanced that child becomes. B. People in general are just as much dependent on the physical environment as they are dependent on other people. 1. Educators should make attempt to shift dependency from teacher to physical world. 2. Dependent students are under the control of personal approval.

II. Education systems are ultimately defective. A. Teachers must set up conspicuous reinforcing contingencies to gain control of the classroom and encourage students timeliness and   cooperation. 1. Teachers should make sure to provide positive reinforcement for effort in attendance a)Cannot continue using rewards indefinitely.                   (1)	Guide child to come under the control of the instructional material instead of reinforcements.                  b)Children attend school to learn behaviors that will pay off naturally later in life. c)Learning new tasks is not enjoyable initially.

III. Range of positive reinforcements available for school use. A. The effect success has on learning 1. Educational materials should not be too difficult

IV. Educational environments should not only reward the top students for achievements and punish those that do not perform well. A. Need to allow for individual progress of each student. 1. Structure lessons in a way that progress can be easily recognized. B. Students attempt to avoid consequences. 1. Find positive consequences to replace aversive techniques. a)Restructure classrooms and negative techniques                 b)Change to positive reinforcers. c)Positive reinforcers are better motivators.                     (1)	Offering rewards initially helps to induce natural rewards.                   d)Negative reinforcers can contribute to learning. (1)	There are variable results of averse control. (2)	The system is opposed to improvements.

V.	Problems of transition from negative to positive reinforcer A. Relatively easy transitions can be made. 1. Offer attention to those practicing desired positive behaviors. B. Educators should rely more on reading. C. Much of our thinking is verbal 1. Decreased reading results in decrease thinking 2. Should emphasize verbal reasoning a)People enjoy reading and pleasure.

Skinner on Education

Behavioral objectives are key elements of the learning process according to B.F. Skinner. Human behavior is controlled by operant responses that rely on contingencies of reinforcement or punishment. Responses followed by satisfaction or pleasure strengthen their connection. Positive reinforcements are better motivators than are negative consequences. While negative reinforcement will help to minimize particular behaviors, positive contingencies have a stronger impact due to the pleasure and feeling of success that students desire. Skinner maintained that people are under the control of the physical environment, however, when a greater dependency on the educator rather than the physical world is developed, educators must assist in decreasing and shifting this dependence. The less dependence a child places on the educator the more advanced the child will become. Skinner theorized that although students may develop a greater dependence on reinforcements from the educator, people are equally dependent on the physical environment. The learning process becomes less effective when dependent students are under the control of personal approval instead of the environment.

Educators should set up conspicuous reinforcing contingencies to gain control of the classroom and to encourage students’ timeliness and cooperation. “Schools set strict rules about the types of student behavior that are unacceptable and assign rather severe consequences for students who do not abide by the rules. When the initial policies prove ineffective, schools often respond by ‘getting tougher.’ That is, they invest in other security (e.g., metal detectors) and punitive measures (e.g., ‘zero tolerance’ policies that result in expulsion) that actually have little impact on student behavior” (Negron, et al., 2008). Negron et al. reinforces Skinner’s theory that education systems ultimately are defective and need major revision based on empirical evidence to produce the optimum environment for learning. To achieve this learning environment, teachers should provide positive reinforcement for effort in attendance, behavior and academic achievement to help bridge the gap between high achievers and students with poor performance. Educational environments should not only reward top students and punish those that do not perform well, but instead provide positive reinforcement for individual progress of each student.

Reinforcement by the educator should not continue indefinitely. This practice will shift dependence back onto the educator. Using positive reinforcements in the initial stages of learning, then gradually decreasing responses will guide a child to become under the control of the instructional material. Subsequently this control will create a dependence on the educational environment and natural rewards associated with learning and academic success.

References

Horner, R. H., Sugai, G., Smolkowski, K., Todd, A., Nakasato, J., & Esperanza, J. 2010. A randomized control trial of school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions.

Negron, M., Simonsen, B., Sugai, G. 2008''. Schoolwide positive behavior supports: Primary systems and practices.'' Teaching Exceptional Children, Vol. 40, No. 6, pp. 32–40.

Skinner, B.F. 1950. Are theories of learning necessary. Psychological Review, 57, 193-216.

Skinner, B.F. 1938. The behavior of organisms. New York: D. Appleton-Century Co.

Skinner, B.F. 1968. The technology of teaching. New York: Meredith Corporation.

Throne, J. M. (1972). Skinner throws down the gauntlet. Professional Psychology, 3(4), 398. doi:10.1037/h0020751