As cited by Wjering and Otterlo (2012), there are two major categories of reinforcement.
1. Primary reinforcement which is referred to as unconditional reinforcement. It occurs naturally and does not require learning in order to work. Examples include food, air, sleep, water and sex.
2. Secondary reinforcement is sometimes called conditional reinforcement. It involves stimuli that have become rewarding by being paired with another reinforcing stimulus. When training a dog, praise and treats can be used as primary reinforce. The sound of clicker associated with praise and treats begin to work as secondary reinforcers.
Meanwhile Fox and Baileneon (2012) state that the two types of reinforcement are: 1. Positive reinforcement which involves the …show more content…
1.) They are good humoured. Having a well-tuned sense of humor will lighten the day and invigorate the students; 2.) They are organized. Classes should be provided with a physical and academic structure conducive to learning; 3.) They are accepting of their students. They love and appreciate their students regardless of their capabilities. They should truly understand their students and encourage them to learn; 4.) They are even tempered. Students with intellectual disabilities emotionally disturbed or autism can lose it when teachers are not direct, firm, kind and helpful even in difficult situations; 5) They are creative in teaching methods. Bring creativity into the classroom and this will enrich the classroom environment as well; 6.) They are confident. They need to be self-assured in their decisions and leave no room for self-doubt; 7.) They are intuitive. They need to be watchful and involved so they can forsee students’ needs and address their concern when they lack the ability to tell; 8.) They are thick-skinned. This will protect them from burning out over thoughtless comments; 9.) They are optimistic. They celebrate any and all victories. They need to offer hope and encouragement; 10.) They are dedicated to their students. They practice regularity and dependability. They stick it out with them through thick and …show more content…
Rosario caters to the mentally gifted in the Head Start Program while the remaining three cater to the mentally challenged pupils, hearing impaired, emotionally disturbed, autism, multiple disabilities, developmental delay and other health impaired. There are about 21 teachers in these Four SPED centers. The result of this study may prove to be significant to SPED teachers in recognizing the relevance of teaching and practices for SPED classroom management. Their interest may likewise be triggered regarding the finer distinctions between positive reinforcement and negative reinforcement that could eventually help them deliver effective classroom instruction. The results could also be significantly helpful to parents of special children in understanding the behavior of their children. The techniques used by the teachers inside the classroom can be well adapted at home in order to establish the behavior of their child. In this manner, parents can help teachers in shaping the appropriate behavior in school. The special children shall be benefitted by the appropriate techniques of reinforcement utilized by their
1. Primary reinforcement which is referred to as unconditional reinforcement. It occurs naturally and does not require learning in order to work. Examples include food, air, sleep, water and sex.
2. Secondary reinforcement is sometimes called conditional reinforcement. It involves stimuli that have become rewarding by being paired with another reinforcing stimulus. When training a dog, praise and treats can be used as primary reinforce. The sound of clicker associated with praise and treats begin to work as secondary reinforcers.
Meanwhile Fox and Baileneon (2012) state that the two types of reinforcement are: 1. Positive reinforcement which involves the …show more content…
1.) They are good humoured. Having a well-tuned sense of humor will lighten the day and invigorate the students; 2.) They are organized. Classes should be provided with a physical and academic structure conducive to learning; 3.) They are accepting of their students. They love and appreciate their students regardless of their capabilities. They should truly understand their students and encourage them to learn; 4.) They are even tempered. Students with intellectual disabilities emotionally disturbed or autism can lose it when teachers are not direct, firm, kind and helpful even in difficult situations; 5) They are creative in teaching methods. Bring creativity into the classroom and this will enrich the classroom environment as well; 6.) They are confident. They need to be self-assured in their decisions and leave no room for self-doubt; 7.) They are intuitive. They need to be watchful and involved so they can forsee students’ needs and address their concern when they lack the ability to tell; 8.) They are thick-skinned. This will protect them from burning out over thoughtless comments; 9.) They are optimistic. They celebrate any and all victories. They need to offer hope and encouragement; 10.) They are dedicated to their students. They practice regularity and dependability. They stick it out with them through thick and …show more content…
Rosario caters to the mentally gifted in the Head Start Program while the remaining three cater to the mentally challenged pupils, hearing impaired, emotionally disturbed, autism, multiple disabilities, developmental delay and other health impaired. There are about 21 teachers in these Four SPED centers. The result of this study may prove to be significant to SPED teachers in recognizing the relevance of teaching and practices for SPED classroom management. Their interest may likewise be triggered regarding the finer distinctions between positive reinforcement and negative reinforcement that could eventually help them deliver effective classroom instruction. The results could also be significantly helpful to parents of special children in understanding the behavior of their children. The techniques used by the teachers inside the classroom can be well adapted at home in order to establish the behavior of their child. In this manner, parents can help teachers in shaping the appropriate behavior in school. The special children shall be benefitted by the appropriate techniques of reinforcement utilized by their