Andijon davlat chet tillari instituti ingliz tili nazariy aspektlari kafedrasi chet tillarni o

 (15 min)
Put participants in pairs. Tell learners that they will have more practice to share their own opinion 
and understanding.
Home assignment: 
Make a summary to the lesson and give clear instruction to the home task. 
Time: (10 min) 
Explain to the students to read articles about
«Using positive reinforcement in the classroom»,« Mild 
punishment techniques » 
and write a summary to the following information. (Below you there is an article)
 
Using positive reinforcement in the classroom 
One informal definition of positive reinforcement (sometimes the shorthand R+ is used) is the contingent 
presentation of a desired stimulus, following the performance of a behavior, which increases the future 
probability of occurrence of the behavior. In other words, if you give a student something that she or he likes 
immediately after performing a task, and you specifically tell him or her that the incentive (i.e., the R+ that 
the student likes) is because he or she performed a specific behavior, chances are excellent that the student 
will perform the same behavior again and again knowing that he or she will receive the R+ once more.
The psychological study of the phenomenon involved in the use of positive reinforcement has existed for 
several decades and continues unabated well into the twenty-first century. You have seen them all — from 
Pavlov’s salivating dogs, to pigeons pecking at a target for food, to mice navigating a maze to receive cheese 
at the end of the trip. The wise and effective teacher knows how to use this powerful technique in the classroom 
in order to maintain a positive classroom climate and to shape students’ behavior in a positive direction. 
Types of positive reinforcement 

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A common misconception among uninformed educators is that positive reinforcement is a form of bribery 
whereby the teacher noncontingently dispenses M&Ms to students for any behavior and at any time. Nothing 
could be further from the truth. First, to use it properly to increase a particular classroom behavior the 
reinforcement must be delivered in 
contingent
fashion and only after the desired behavior has been exhibited. 
Distributing reinforcement in noncontingent fashion whenever the teacher desires will be of little use.
Second, the use of positive reinforcement is not bribery, for the student must engage in a desired behavior to 
receive the preferred reinforcement. The student is not coerced to engage in the behavior, but he or she does 
so because of the desirability of the reinforcer. Third, a stimulus is considered a reinforcer only if it increases 
the frequency of the behavior it follows. 
What may be a successful reinforcer for one student may not be 
successful at all with another
. Lastly, the use of M&Ms (the historical favorite of all behaviorists ever since 
the use of positive reinforcement was introduced to the masses), a primary, edible reinforcer, is only one of 
many, many different types of positive reinforcement that can be used. The next section provides examples of 
the many different types of reinforcement that can be used by the informed educator attempting to shape the 
behavior of students in a positive direction.
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