One of the central concepts in behaviorism, particularly as advanced by B.F. Skinner, is reinforcement. Reinforcement refers to any stimulus or consequence that strengthens or increases the likelihood of a particular behavior occurring again in the future. Skinner categorized reinforcement into two main types:

• Positive reinforcement, which involves the addition of a desirable stimulus following a behavior, thereby increasing the probability of that behavior repeating.
• Negative reinforcement, which involves the removal of an unpleasant stimulus to encourage a desired behavior.

Application in My Classroom under the 8-4-4 System

During my teaching practice under the 8-4-4 education system, I actively applied the principles of positive reinforcement to address low classroom participation, especially among students who were typically reserved or hesitant to speak in front of others. I introduced a 'star of the week' system that rewarded students for consistent participation, timely submission of homework, and respectful classroom behaviour. 

Each week, students who met this criteria were publicly acknowledged during class. They received small but meaningful rewards such as stickers, commendation notes to take home, or temporary leadership roles, such as being group leader or class helper. I found that this system not only encouraged active participation from majority of students but also gave quieter students a reason to step out of their shells. Many of them were visibly more engaged, raising their hands more frequently and showing increased enthusiasm toward learning activities.
In some cases, i also used negative reinforcement, for example, I noticed that some students were reluctant to participate because they feared being kept behind after class to repeat instructions. I began implementing a system where students who participated actively or demonstrated understanding during lessons were excempted from certain after class reviews. This small change made a noticeable differrence, especially among learners who found staying behind to be a form of punishment.

Reflection of effectiveness and limitations

While reinforcement, particularly positive reinforcement, can be a powerful tool in behaviour management and learning enhancement, it also has its limitations. I learned that over reliance on external rewards could sometimes undermine intrinsic motivation. Some students began to expect rewards for every good behaviour, and when no reward was given, their motivation waned. This was a wake up call that reinforcement must be used strategically and gardually paired with efforts to cultivate intrinsic motivation. As a result, I have started to shift my approach from tangible rewards to verbal praise, goal setting and reflective learning. I now encourage students to identify their personal goals and monitor their progress, which fosters a sense of ownership over their learning. Reinforcement in this context becomes more about recognition, encouragement, and celebrating progress rather than just physical rewards.

Conclusion

Reinforcement is a practical and effective concept from behaviourist theory that can be tailored to fit diverse educational settings. My experience in a Kenyan classroom has shown that when used thoughtfully, reinforcement can enhance student engagement and promote positive behaviours. However, it is essential to strike balance between extrinsic motivation(such as rewards) and intrinsic motivation (such as curiosity and self discipline), particularly in the evolving educational landscape introduced by the CBC.

References:

• Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
• McLeod, S. (2018). Operant Conditioning. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html
• Woolfolk, A. (2016). Educational Psychology (13th ed.). Pearson Education.