Instructional Playbook

I

Classroom Adjustment: High Ratio Positive to Corrective Feedback

Characteristics of Effective Reinforcement Definition Examples

Non-Examples

Providing praise as the student raises their hand Providing a point when a student completes a problem Providing the class with a sticker right after recess for appropriate recess behavior Saying the student’s name Looking at the student Being close to the student Friendly tone of voice Visual “Thank you for sitting in your seat.” “Here is a point for completing the problem.” “Good job working so hard.” If the student likes adult attention, provide adult attention If the student does not like adult attention, provide reinforcement more privately Tangible- points, school money, free time, choice Verbal “Good job for...” “I appreciate when you...” “I noticed...” “Amazing work on...”

Praising a student at the end of the day for raising their hand in the morning Providing a point at the end of the period Providing the class a sticker at the end of the day for appropriate behavior during recess

Reinforcement should happen right after, or during the behavior you want to see increase,

Immediate

Reinforcement should be different enough from neutral prompts or corrections, that the student notices.

Not getting the student’s attention Providing feedback from across the room Neutral or frustrated tone

Distinct

“Thank you for not walking around.” “I am glad you stopped talking to your peer.” “Good job! “ Giving the student chocolate when they do not like chocolate Giving loud reinforcement to a student that does not like attention

Telling the student specifically what they did correctly.

Descriptive

Providing reinforcement the way the student likes to receive reinforcement.

Preferred

Provide reinforcement in different ways and avoid providing the same type of reinforcement over and over again.

Repeating ‘Good job’ over and over again Not pairing verbal praise with tangible items

Varied