The Catalyst

By Rachel Davis, Reporter

It’s been scientifically proven: positive behavior reinforcement is one of the most effective methods of discipline, both in animals and humans. Psychologists have almost unanimously concluded that rewarding good behavior works far better than punishing them for disobedience. This method of behavioral encouragement, often known as Positive Behavior Support (PBS), has become so popular that it’s now being tried on one of the most difficult strains of the human race…Teenagers.

However, despite glowing reviews and stories of mass improvement in high schools due to PBS, the system’s abilities have fallen under question by many students themselves. It isn’t a matter of how valid the idea is, but instead how it is implemented.

I can’t attest for every member of the student body, but in three years of attending FMHS, it feels like more of the same. Each year begins with an assembly during the first week of school, held to supposedly raise morale and remind classes of the finer points of Positive Behavior Support. Its two main branches, ‘respect and responsibility’, are explained in great detail and students are reminded that upholding these values will be rewarded…As long as it’s recognized, of course, and that in itself seems to be backwards.

What strikes me as wrong is that most of the students I’ve seen rewarded with R&R tickets for good behaviors often exhibit…Well, less than exemplary behavior in everyday life. I’ve seen tickets handed out for things as basic as handing in class work on time and- unbelievably –staying in the classroom when they’re told to. The system has become a way of handing out rewards for ordinary expectations.

It all sounds like a fantastic idea, but it’s simply giving praise for using common sense. Why should the vague incentive of prizes and recognition encourage anyone to behave? And how are rewards like dance tickets and parking passes intended to motivate students that decide to misbehave in the first place?

Also, rhetoric aside, the amount of time and effort put into compiling the instructional videos for assemblies, not to mention the assemblies themselves, could be better used for something more constructive. Students might not complain about extra time out of the classroom, but it throws off the entire period’s routine. And according to some students, it’s hardly worth the time that’s sacrificed.

“People don’t gain much from the assemblies,” said Lyndsie Crawford, a junior. “It might be beneficial for the sophomores and new students, but it’s a waste of time to go over the same rules year after year with everyone.”

In short, it would benefit the school board to pay attention to the entire student body and take note of what works and what doesn’t. Though there is no perfect way to modify adolescent behavior, the current system could be improved. While there’s nothing wrong with encouraging good behavior, this must be remembered; it never pays to reward people for showing up.