Reinforcement theory

            Reinforcement divided in to two part : 1) Positive reinforcement 2) negative reinforcement. Normally all the teachers are widely uses this theory in their teaching environment.This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner earlier this century (Laird 1985, Burns 1995). Skinner believed that behaviour is a function of its consequences. The learner will repeat the desired behaviour if positive reinforcement (a pleasant consequence) follows the behaviour.

            Psoitive reinforcement is giving reward by verbal or certificates after completions of particular coursework or task, awards for higher positions. By reinforcement student will be motivated and encouraged to continue the particular habit of learning, for an example a student who is very punctual in completing his home work on time, teacher should appreciate, praise, giving some prize. The student will be more effective on his particular task as it is punctual here punctual can be motivated by reinforcement this is called positive reinforcement.

            Negative reinforcement also strengthen a behaviour and refers to a situation when a negative condition is stopped or avoided as a consequence of the bahaviour. Punishment, on the other hand, weakens a behaviour because a negative condition is introduced or experienced as a consequence of the behaviour and teaches the individual not to repeat the behaviour which was negatively reinforced. A set of conditions is created which are designed to eliminate behaviour (Burns, 1995, p.108). Laird considers this aspect of behaviourism has little or no relevance to education. However, Burns says that punishment is widely used in everyday life although it only works for a short time and often only when the punishing agency is present.

            Burns notes that much Competency Based Training is based on this theory, and although it is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice, higher order learning is not involved. There is criticism of this approach that it is rigid and mechanical.

Refrecncing:

1)  http://www.brookes.ac.uk/services/ocsld/archive/theories.html#reinforcement

2) www.learning-theories.com/‎