Reinforcers are environmental occurrences and aspects that are intended to encourage the relevant behaviors and ideas. In classrooms, educators need to be aware of the best strategies to promote learning and support the delivery of desirable instructions and concepts to the identified beneficiaries. However, all students will not respond to the same reinforcers. The reasoning behind this argument is that there are different attributes and forces that tend to have diverse impacts on the students (Eggen & Kauchak, 2020, p. 234). For instance, children of different age groups would benefit from different reinforcers. Additionally, learners from a given culture would gain advantage from unrelated forces due to the established norms and the outlined educational goals. Teachers need to be aware of these issues if they are to offer the best guidelines and care to their children. This analysis goes further to indicate that all cultures would not respond to similar reinforcers due to the existing values, expectations, and promoted behaviors. Individuals with diverse backgrounds follow different norms, behaviors, and motivators. These aspects are critical when trying to design the most appropriate classroom.
From this knowledge, teachers should consider the most appropriate strategies to meet the educational needs of their learners. First, professionals should develop the best instructions and considers reinforcers that are personalized and culturally sensitive (Arifin et al., 2018). The meaning here is that such ideas will change should the educator be required to train individuals with diverse backgrounds. Second, the most appropriate reinforcers should be age-specific to ensure that desirable results are recorded within the stipulated time. Such an approach will guide the teacher to group his or her students accordingly and meet their demands. Third, this idea is essential since it can guide educators to acquire the relevant resources, tools, technologies, and supportive materials that are specific or customized depending on the expectations of the identified learners (Kelly & Pohl, 2018, p. 21). These considerations will ensure that the available learning reinforcers are capable of encouraging more students to develop the intended competencies and behaviors. Such an achievement will eventually make the beneficiaries successful in their respective classes.
Arifin, R. M., Wahab, N. B. A., Teh, K. S. M., & Otman, M. S. (2018). Influence of social environment on student’s behaviour. International Journal of Academic Research in Business and Social Sciences, 8(7), 930-939. Web.
Eggen, P., & Kauchak, D. (2020). Using educational psychology in teaching (11th ed.). Pearson Prentice Hall.
Kelly, J., & Pohl, B. (2018). Using structured positive and negative reinforcement to change student behavior in educational settings in order to achieve student academic success. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 17-29. Web.