Components of instruction
(1) Selecting the R (operant behavior): Instructors must first carefully define what it is they want the students to learn. Without a careful delineation of the desired behavior, the instructor will not be able to implement a well designed contingency management system.
(2) Providing reinforcement: The provision of reinforcement can be done based on ratio or interval, and fixed or variable rate schedules as noted previously. While these issues merit consideration, the instructor must also take care to choose reinforcers that are important to the learner. Remember that reinforcers will vary greatly from person to person, and for individuals across time and circumstance.
Reinforcers in the classroom setting may easily be divided between natural and contrived.
Natural reinforcers are those that provide some level of pleasure as part of the human experience. Natural reinforcers may include playing with toys, expressing oneself, or resolving confusion. The idea that the resolution of confusing is a natural reinforcer suggests that learning can be naturally reinforcing without any additional input from the instructor.
Contrived reinforcers may work as well in the classroom, but may require more direction and assistance from the instructor. One example of a contrived reinforcer may be allowing students to use magic markers. Teachers can increase the likelihood that these markers will be accepted as a reward by verbally discussing their specialness, the unique opportunity students will have to use them, or the scarcity of time available to use these novel items.
