Empowering Students through Positive Reinforcement
This week we focus on the many ways a highly effective educator empowers their students through positive reinforcement. The concept was first introduced through the research of B.F. Skinner (1938). Since then, the practice has been assessed from many perspectives, including in the classroom. In education, positive reinforcement strategies (like using tokens or praise) are linked to improved academic performance, better classroom behavior, and stronger student-teacher relationships. An analysis of over 20 studies (meta-analysis) over decades support its effectiveness in promoting pro-social behaviors and reducing disruptions. Positive reinforcement can be either intrinsic (internally motivated) or extrinsic (stickers or prizes). The former has longer term sustainability but the latter can create new positive behaviors if not overused.
Rethinking Positive Reinforcement
One of the most common misconceptions about positive reinforcement is that it always involves tangible rewards—stickers, candy, or prizes. Some educators argue that rewarding students for completing mandatory or optional work could negatively impact their development, leading to a sense of entitlement or decreased motivation in adulthood. This concern is understandable, especially in high school settings where external rewards may not align with long-term intrinsic motivation.
But positive reinforcement doesn’t have to come in the form of physical rewards! There are countless ways to reinforce positive behavior that don’t involve handing out prizes. Sometimes, the most meaningful rewards are simple acknowledgments that make students feel seen, valued, and motivated.Over my years in the classroom, I have found that positive reinforcement is effective—not only in motivating students but also in creating a supportive and encouraging learning environment. And as I model the behavior, other students adopt it as well and acknowledge and support their peers in recognizing effort and accomplishment.
When positive reinforcement becomes an expected part of the classroom environment, it shifts the culture. Recognizing effort and progress should feel natural, not like a rare or special event. When students regularly receive positive feedback, they begin to associate learning and effort with personal growth rather than just compliance. This is the foundation of the indicator Empower.
Here are some alternative ways to encourage student engagement and fostering empowerment:
Let students pick a song for the classroom playlist—giving them a voice in the classroom experience.
Allow students to choose their seats for the week, encouraging autonomy and responsibility.
Give public recognition, like a “Student of the Week” shoutout, to highlight effort and dedication.
Offer extra time for engaging in-class activities, reinforcing that effort is valued.
Use a custom stamper with positive messages on homework to normalize encouragement.
Provide verbal praise—a simple “Great job!” builds confidence and motivation.
Use positive gestures like high-fives or thumbs-up to create a supportive environment.
By shifting our mindset about what positive reinforcement looks like, we create a classroom culture that normalizes encouragement and empowers students to take ownership of their learning while sharing in the role of encouraging others. When students feel valued and supported, they are far more likely to engage, persist, and succeed.
Small Change. Big Impact.
Skinner, B. F. (1938). The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century-Crofts.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://www.jstor.org/stable/42899914
