Contents
Reinforcement rules are a set of rules that maximize the effectiveness of positive and negative reinforcement.
Right moment rule, or bifurcation point
The bifurcation point is the moment of internal choice, when a person hesitates, decides whether to do this or that. When a person can easily make one or the other choice. Then the slightest push in the right direction gives an effect.
It is necessary to teach that the child, going out into the street, turns off the light in the hallway behind him (takes a mobile phone, or says when he returns). If you expressed dissatisfaction when he returned once again (and the light is on, but he forgot the phone …), there is no efficiency. And if you suggested when he is in the hallway and is going to leave, he will do everything with pleasure. See →
Support the initiative, not extinguish it. Emphasize successes, not mistakes
If we want our children to believe in themselves, develop and experiment, we must reinforce the initiative, even when it is accompanied by mistakes. See Support for Children’s Initiative
Condemn wrongdoing, uphold personality
The misconduct of children can be condemned (negatively reinforced), but the child himself, as a person, let him receive support from you. See condemn wrongdoing, uphold personality
Forming the desired behavior
- Have a clear goal, know what desired behavior you want to develop.
- Know how to notice even a small success — and be sure to rejoice in it. The process of forming the desired behavior is a long process, there is no need to force it. If your way of learning does not work time after time — do not rush to punish, it is better to change the way of learning!
- Have a clear gradation of reinforcements — negative and positive, and use them in time. Most of all, the process of forming the desired behavior is hindered by a neutral reaction to a particular action. Moreover, it is better to use both negative and positive reinforcement equally, especially at the beginning of training.
- Small frequent reinforcements work better than rare large ones.
- The formation of the desired behavior is more successful when there is good contact between the teacher and the student. Otherwise, learning becomes either impossible, or has extremely low efficiency and leads to a complete break in contact and relationships.
- If you want to stop some unwanted action, it is not enough just to punish for it — show what you want it to be.