The student-oriented classroom: A method of improving student conduct and satisfaction

Abstract

Reinforcement procedures have been effective in remedying classroom problems. The present method used many of these reinforcement procedures in a program that maximized student responsibility and included behavioral contracting, self-correction, positive practice for mistakes, token economy, individualized codes of conduct, parental feedback, self-selection of extensive reinforcers, and frequent student-teacher conferences. One-half of the students in a fifth-grade class were given the new program while the other half served as a control for 1 month. The measures included reports of problems as defined by the students as well as by the teacher and by independent observers. As compared with the pretests and the control group, the new program resulted in fewer problems as reported by the students, the teachers, and the observers. Greater student and teacher satisfaction can be achieved by a behavior reinforcement program that emphasizes the role of the student.