شبكة المعلومات العربية التربوية

The present study aims at knowing the most familiar methods of reinforcement and punishment used by primary and secondary school teachers’ for rectifying the classroom behavior of pupils. For realizing this pmpose1he study tool has been applied on a sample of 190 male and female teachers selected randomly and stratificationly according to the gender variable. After analyzing the necessary data, the study found that the most familiar methods of reinforcement used by teachers to rectify classroom behavior are: social reinforcement, positive reinforcement, and reinforcements of activities. The less familiar methods of reinforcement are: Social reinforcement’s, counter consolidation, and material reinforcements. The results showed that the most familiar methods of punishment are: distancing, repulsive stimulant, and behavior cost .The less familiar methods of punishment used by teachers are: ignoring, changing the stimulant, and extra correction. On the other hand, the results found statistically significant differences on the level of methods of reinfurcemen1used by teachers to rectify classroom behavior according to the variables of the teaching level and scientific qualification which inclined in favor of primary school high qualified teachers, whereas there are no statistically significant differences in the level of these methods according to the variables of gender, specialization, and expertise. The results also found statistically differences in the level of methods of punishment to rectify classroom behavior according to the variable of scientific qualification in favor of the bachelor's degree holders, but there are no statistically significant differences in the level of these methods according to the variables of gender, teaching level, specialization, and expertise. These results have been discussed and a number of recommendations have been put forward, the important ones of which are organizing qualification and guiding courses for teachers on the importance of reinforcement in improving the behavior of the pupil and its effect on the pupil's educational acquisition. (Published Abstract)