One key concept of behaviorism is positive reinforcement. This concept, developed by B.F. Skinner, refers to strengthening a desired behavior by providing a rewarding consequence immediately after it occurs. In simple terms, when someone does something right and receives a positive outcome, they are more likely to repeat that behavior in the future.

In my own experience as an educator (or coach), I’ve seen positive reinforcement work powerfully in the classroom. For instance, when students actively participate in discussions or complete their tasks on time, I make it a point to acknowledge their effort—sometimes through verbal praise (“Great job staying focused today!”) or small incentives like stickers or extra points. Over time, students begin to associate active participation and punctuality with positive feedback, and these behaviors become part of their routine.

The beauty of positive reinforcement lies in its simplicity and effectiveness. It focuses not on punishment or correction, but on encouragement and motivation, helping learners feel valued and capable. However, its limitation is that overreliance on external rewards can sometimes make students dependent on recognition, rather than developing intrinsic motivation. That’s why I try to balance it by gradually shifting from tangible rewards to verbal praise and self-reflection, helping students learn to appreciate their own growth and success.

In essence, behaviorism—through positive reinforcement—reminds me that behavior can be shaped through consistent, thoughtful feedback, and that small acts of acknowledgment can inspire big changes in learning and behavior.

References
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.