Date of Award

Summer 2017

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Thomas Giblin

Abstract

Current teachers are struggling between choosing mature teaching strategies and choosing more contemporary strategies to utilize in their classrooms. Although the choice to the younger generation may be simple, it is actually the application that is proven to be difficult. Teachers new and old are experiencing adversity when applying current teaching techniques such as positive reinforcement in their classrooms. Teachers need to be effectively trained to teach with these unfamiliar strategies, and their staff needs to be able to address their concerns as well. Although it takes time to become fluent in any teaching strategy it is vital that teachers start with building a positive relationship between their students, and their teaching peers as well. It is only when a student trusts their positive role model that they are able to benefit from positive reinforcement in their classroom. Through research it is proven that students will benefit from positive reinforcement in the classroom if used effectively by disciplined staff.

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