Burrhus Frederic Skinner By: Grace, Grayson, Kelly, and Stephanie.

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Burrhus Frederic Skinner By: Grace, Grayson, Kelly, and Stephanie

B. F. Skinner’s Theory:  B. F. Skinner believed that consequences and rewards shaped a child’s behavior.  Bad Behavior Punishment Good Behavior Rewards  Once good behavior has been achieved, intermittent rewards will be sufficient.

Reinforcements:  There are four categories of reinforcements and punishments that are ideally in schools:  Social  Verbal & nonverbal.  Graphic  Markings: smiley faces, stickers, etc.  Activity  Given a reward: A task such as classroom monitor- being excused from a homework.  Tangible  Real objects that the students receive as rewards. “The way positive reinforcement is carried out is more important than the amount.” – B. F. Skinner

Punishments:  Social  Verbal & nonverbal.  Graphic  Markings: sad faces, red markings, etc.  Activity  Given an extra assignment: A punishment such as missing out of fun activities, detention, or expulsion!  Tangible  Real objects that the students receive as punishment: Redoing (or receiving more) homework.

“Skinner’s Box”  B. F. Skinner proposed his belief that children would learn best if all distractions and outside influences were removed from the classroom.  For example: Skinner’s Box  He designed a box that illustrated his theory and tested rats and pigeons in it.  Food Access  Electric Currents

B. F. Skinner’s Classroom Design:

Advantages Disadvantages  Skinner’s theory is believed to not control/manipulate the students, but to free them to behave in ways that bring positive recognition and success  Students feel that the teacher is kind and considerate.  Teachers feel that it makes teaching easier and more enjoyable.  According to David Hill in his article, Order in the Classroom, rewards may not in fact affect the child’s behavior.  Research has proven that some distractions (example: viewing nature out of a window) can provide a calming effect over children, especially children with ADHD.

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