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dc.contributor.advisorGiblin, Thomas R.
dc.contributor.authorRumfola, Lindsey
dc.date.accessioned2021-09-07T21:39:21Z
dc.date.available2021-09-07T21:39:21Z
dc.date.issued7/1/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4981
dc.description.abstractCurrent teachers are struggling between choosing mature teaching strategies and choosing more contemporary strategies to utilize in their classrooms. Although the choice to the younger generation may be simple, it is actually the application that is proven to be difficult. Teachers new and old are experiencing adversity when applying current teaching techniques such as positive reinforcement in their classrooms. Teachers need to be effectively trained to teach with these unfamiliar strategies, and their staff needs to be able to address their concerns as well. Although it takes time to become fluent in any teaching strategy it is vital that teachers start with building a positive relationship between their students, and their teaching peers as well. It is only when a student trusts their positive role model that they are able to benefit from positive reinforcement in their classroom. Through research it is proven that students will benefit from positive reinforcement in the classroom if used effectively by disciplined staff.
dc.subjectPositive
dc.subjectReinforcement
dc.subjectPositive Reinforcement
dc.subjectBehavior
dc.subjectStudents
dc.titlePositive Reinforcement Positively Helps Students in the Classroom
dc.typethesis
refterms.dateFOA2021-09-07T21:39:21Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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