What Makes You Shine?

Think about a time when you did something well, or behaved in a way that made you proud. What happened next? How did you feel?

Consider these questions:

1. Describe a time when you received praise, a reward, or felt good after doing something positive in school or at home.
   
   
   
   
   
   
   
2. How did that positive feedback or feeling make you want to behave in the future?
   
   
   
   
   
   
   
3. Why do you think positive feedback (like a compliment or a good grade) makes us feel good and want to repeat certain actions?
   
   
   
   
   
   
   

What Fuels Our Best Behavior? Script

Introduction: What Motivates You? (5 minutes)

Teacher: "Good morning, everyone! Let's start with a quick thought. Think about a time when you did something well, or behaved in a way that made you proud. Maybe you helped a classmate, turned in a great assignment, or showed amazing teamwork. What happened next? How did you feel? Did someone say something nice? Did you get a good grade? Or did you just feel really good inside?"

(Allow students to share briefly. Write down a few key ideas on the board like 'compliments,' 'good grades,' 'feeling happy,' 'getting recognized.')

Teacher: "Great responses! It sounds like we all experience things that make us want to do a good job or behave well. Today, we're going to dive into the science behind what 'fuels our best behavior' – something called positive reinforcement. It's all about understanding why we do the things we do, and how we can use this knowledge to make our classroom, and our lives, even better!"

Presentation: The Power of Praise (15 minutes)

Teacher: "Let's explore this idea of positive reinforcement with our presentation, The Power of Praise Presentation."

Transition to Slide 1: 'What Fuels Our Best Behavior?'

Teacher: "This title is our big question for today. We're looking at the hidden forces that make us choose to be our best selves. It's more than just following rules; it's about building a positive habit."

Transition to Slide 2: 'What is Positive Reinforcement?'

Teacher: "So, what exactly is positive reinforcement? It's pretty simple: it's when you add something good – like a reward or a positive feeling – after a behavior, and that makes you want to do that behavior more often. It's not about bribing someone; it's about recognizing effort and good choices. For example, if you help a classmate understand a difficult problem, and I say, 'Wow, that was incredibly helpful and kind of you!' – that compliment is positive reinforcement. It makes you feel good, right?"

(Pause for a quick show of hands: 'Who likes getting compliments?' 'Who feels good when their hard work is noticed?')

Transition to Slide 3: 'How Does It Work?'

Teacher: "It works in a simple cycle: A behavior happens (you do something), then a consequence (something good is added), and that leads to future behavior (you're more likely to do it again!). Think about learning a new skill. When you practice a sport and finally get that basket or make that perfect pass, and your coach cheers, 'Yes! That's it!' – you feel awesome, and you want to keep practicing that skill. Or in video games, when you beat a level and get coins or a new power-up, you want to keep playing! That's positive reinforcement in action."

Transition to Slide 4: 'Why Is It So Powerful?'

Teacher: "Positive reinforcement is powerful because it does a lot of good things. It encourages good feelings, making you want to repeat positive actions. It builds self-esteem because you feel valued for your contributions. It creates a positive environment in our classroom – when everyone feels noticed and appreciated, it makes our space better for learning. And importantly, it's often more effective than punishment. Instead of just telling you what not to do, positive reinforcement shows you what to do to succeed."

Transition to Slide 5: 'Your Role: Behavior Boosters!'

Teacher: "So, what does this mean for you? You can use this knowledge in three ways: Recognize it when it happens around you. Use it to motivate yourself by setting small goals and celebrating your progress. And spread it by encouraging positive behaviors in others! You have the power to create a more supportive and positive space, not just for yourselves, but for everyone around you."

Discussion: Real-Life Reinforcement Scenarios (15 minutes)

Teacher: "Now that we understand the basics, let's put our knowledge to the test. We're going to explore some Real-Life Reinforcement Scenarios. I'll present a scenario, and I want you to discuss in your groups (or as a class): What was the positive behavior? What was the positive reinforcement? And how did it make the person feel? What do you think happened next?"

(Facilitate the discussion using the prompts from the Real-Life Reinforcement Scenarios material. Encourage active participation and thoughtful responses. Guide students to identify the components of positive reinforcement in each case.)

Activity: My Behavior Boosters Guide (8 minutes)

Teacher: "Excellent discussions, everyone! Now it's time to think about how this applies to you. I'm going to hand out the My Behavior Boosters Guide. On this worksheet, I want you to reflect on your own behaviors and how positive reinforcement, or the lack thereof, might affect you. Think about areas where you want to improve or strengths you want to build. What kind of 'boosters' can you use for yourself?"

(Distribute the worksheets and allow students to work independently. Circulate to offer help and guidance.)

Conclusion: Reflecting on Our Choices (2 minutes)

Teacher: "Alright, bring your attention back to me. To wrap up, can one or two people share one new insight they gained about positive reinforcement today, or one way they plan to use it in their own lives?"

(Allow a few students to share.)

Teacher: "Fantastic! Remember, understanding positive reinforcement helps us not only improve our own actions but also to build a more supportive and positive community around us. By recognizing and appreciating good efforts, we can truly fuel our best behavior, and help others fuel theirs too. Great job today, everyone!"

Real-Life Reinforcement Scenarios

Discuss the following scenarios with your group. For each scenario, identify:

• The Positive Behavior: What was the good action?
• The Positive Reinforcement: What good thing was added as a result?
• The Feeling: How do you think the person felt?
• The Outcome: What do you think happened next? Was the behavior more or less likely to be repeated?

Scenario 1: The Group Project Ace

Maria was working on a challenging group project with her classmates. She took the initiative to organize their notes, create a shared document, and volunteered to present their findings. After their presentation, their teacher said, "Maria, your organizational skills and willingness to lead truly made this project shine! Excellent work!" Maria felt a huge sense of accomplishment and pride.

Discussion Questions:

1. What was Maria's positive behavior?
   
   
   
   
2. What was the positive reinforcement Maria received?
   
   
   
   
3. How do you think Maria felt after receiving the teacher's feedback?
   
   
   
   
4. What do you predict Maria will do in future group projects?
   
   
   
   
   
   
   

Scenario 2: The Cleanup Crew

During art class, Leo accidentally knocked over a container of glitter. Before the teacher could even react, another student, Chloe, immediately grabbed a dustpan and brush and helped Leo clean up the mess without being asked. The art teacher smiled and said, "Chloe, that was incredibly thoughtful and responsible of you to help out so quickly! Thank you." Chloe felt a warm glow and satisfaction from helping.

Discussion Questions:

1. What was Chloe's positive behavior?
   
   
   
   
2. What was the positive reinforcement Chloe received?
   
   
   
   
3. How do you think Chloe felt?
   
   
   
   
4. How might Chloe behave in similar situations in the future?
   
   
   
   
   
   
   

Scenario 3: Mastering the Math Problem

David had been struggling with a particular type of algebra problem. He stayed after class for extra help, watched tutorial videos at home, and practiced diligently. When he finally solved a challenging problem on a quiz, his math teacher wrote, "Excellent persistence, David! You truly mastered this!" next to his correct answer. David felt a surge of confidence and excitement.

Discussion Questions:

1. What was David's positive behavior?
   
   
   
   
2. What was the positive reinforcement David received?
   
   
   
   
3. How do you think David felt after seeing his teacher's comment?
   
   
   
   
4. What impact might this have on David's future approach to difficult subjects?
   
   
   
   
   
   
   

My Behavior Boosters Guide

Now that you understand positive reinforcement, let's create your own personal guide to boosting positive behaviors!

Part 1: Identifying My Positive Behaviors

Think about school, home, or any activity you participate in. List three positive behaviors you regularly exhibit or want to develop more.

1. Positive Behavior 1:
   
   
   

   • How does this behavior help you or others?
     
     
     

2. Positive Behavior 2:
   
   
   

   • What positive outcomes or feelings do you get when you do this behavior?
     
     
     

3. Positive Behavior 3:
   
   
   

   • Who notices or appreciates this behavior?
     
     
     

Part 2: My Personal Reinforcers

What kind of positive reinforcement works best for you? These are your

Quick Reflection: My Reinforcement Realization

Take a moment to think about what we discussed today regarding positive reinforcement.

1. One New Thing I Learned: What is one new thing you learned about positive reinforcement or how it works?
   
   
   

2. How I Can Use This: In what way could you use the idea of positive reinforcement, either for yourself or to encourage someone else?