Using Structured Positive and Negative Reinforcement to Change Student Behavior in Educational Settings in order to Achieve Student Academic Success

J. Kelly, B. Pohl


Typically, classroom management approaches for dealing with disruptions and misbehavior from students involve the use of various forms of punishment: removal from the classroom, fines, in-school and out-of- school suspensions, or expulsions (Garret, 2015).  However, traditional classroom management methods have yielded very little positive results. Some would even argue that classroom behaviors are escalating out of control. Using research based approaches; this article’s goal is to help teachers discover student-centered approaches that will positively improve discipline inside the classroom.


Reinforcement; Behavior; Punishment; Special Education

Full Text:



Carter, D., & Pool, J. (2012). Appropriate social behavior: Teaching expectations to young children. Early Childhood Education Journal, 40(5), 315–321.

Clement, M. C. (2010). Preparing teacher for classroom management: The teacher educator's role. Delta Kappa Gamma Bulletin, 77(1), 41–44.

DiTullio, G. (2014). Classroom culture promotes academic resiliency. Phi Delta Kappan, 96(2), 37–40.

Garret, T. (2015). Misconceptions and goals of classroom management. Education Digest, 80(5), 45–49.

Goodman, J. F. (2006). School discipline in moral disarray. Journal of Moral Education, 35(2), 213–230.

Hernandes-Melis, C., Fenning, P., & Lawrence, E. (2016). Effects of an alternative to suspension intervention in a therapeutic high school. Preventing School Failure, 60(3), 252–258.

Maag, J. W. (2003). Behavior management: From theoretical implications to practical applications. Independence, KY: Cengage Learning.

Maag, J. W. (2012). School-wide discipline and the intransigency of exclusion. Children & Youth Services Review, 34(10), 2094–2100.

Parsons, B. (2015). The way of the rod: The functions of beating in late medieval pedagogy. Modern Philology, 113(1), 1–26.

Pohl, B. (2013). The moral debate on special education. New York, NY: Peter Lang.

Purpel, D. E., & McLaurin, W. M. (2004). Reflections on the moral and spiritual crisis in education. New York, NY: Peter Lang.

Robinett, D. (2012). Alternatives to student suspension. Leadership, 42(1), 32–36.

Shah, N., & McNeil, M. (2013). Discipline policies squeezed as views on what works. Education Week, 32(16), 4–11.

Skiba, R. (2014). The failure of zero tolerance. Reclaiming Children & Youth, 22(4), 27–33.

Skiba, R., Arredondo, M., & Williams, N. (2014). More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline. Equity & Excellence in Education, 47(4), 546–564.

Skiba, R., & Losen, D. (2016). From Reaction to prevention: Turning the page on school discipline. American Educator, 39(4), 4–11,

Skiba, R., & Peterson, R. (2003). Teaching the Social Curriculum: School Discipline as Instruction. Preventing School Failure, 47(2), 66.

Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.

Thompson, J. (2016). Eliminating zero tolerance policies in schools: Miami-Dade County Public Schools approach. Brigham Young University Education & Law Journal, (2), 325–349.

Abstract Views

Metrics Loading ...

Metrics powered by PLOS ALM


Cited-By (articles included in Crossref)

This journal is a Crossref Cited-by Linking member. This list shows the references that citing the article automatically, if there are. For more information about the system please visit Crossref site

1. The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study
Homoud Mohammed N Alanazi
Multidisciplinary Journal for Education, Social and Technological Sciences  vol: 7  issue: 1  first page: 89  year: 2020  
doi: 10.4995/muse.2020.12622

This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivs 4.0 Internacional License.

Universitat Politècnica de València

e-ISSN: 2341-2593