SKINNER'S THEORIES

OF CLASSROOM
MANAGEMENT
Mohamad irwandy
Afiq Azman
Bani Rali
Joe Wadle Robert
Abdul Halim

Behavior Modification
the best way to modify behavior was to
modify the environment.
Based on the Stimulus-Response (S-R)
reaction.

Skinners theories leading to effective

classroom management
Reinforces
- Extrinsic and intrinsic motivation which
allow a preferred behavior to be repeated
- Social reinforces are usually use as it
doesnt require a lot of resource.
e.g.- granted access to favorite toy if the
pupil sits quietly during instruction.

 Try to arrange the difficulty of the

questions so the response is always
correct and hence a positive
reinforcement

 Reinforcement schedule
a) continuous reinforcement schedules
(CRF)
- every desired behavior is reinforced every
time it occurs
b) partial reinforcement schedules
- reinforced after so many occurrences) or
intervals (a reinforcement delivered after
a certain time interval).

partial reinforcement schedules

can be more effective because
having fixed intervals allows the
effectiveness of a behavior
repeating increases.

Withdrawal of privileges
- effective in terms of
reducing an unwanted
behavior

References
Markle, S. (1969). Good Frames and Bad (2nd ed.). New
York: Wiley.
Skinner, B.F. (1950). Are theories of learning necessary?
Psychological Review, 57(4), 193-216.
Skinner, B.F. (1953). Science and Human Behavior. New
York: Macmillan.
Skinner, B.F. (1954). The science of learning and the art
of teaching. Harvard Educational Review, 24(2), 86-97.
Skinner, B.F. (1957). Verbal Learning. New York:
Appleton-Century-Crofts.
Skinner, B.F. (1968). The Technology of Teaching. New
York: Appleton-Century-Crofts.
Skinner, B.F. (1971). Beyond Freedom and Dignity. New
York: Knopf.

 Premack, D. (1965). Reinforcement theory. In D. Levine

(ed.),Nebraska symposium on motivation.(Vol. 13).
Lincoln: University of Nebraska Press.