Basics Article #2: Give Them What They Want

TAGteach is based on using positive reinforcement to increase desirable behavior while allowing undesirable behavior to disappear through lack of reinforcement. When we use the word reinforcement we mean positive reinforcement, even if we don't use the word positive. Not all reinforcers are created equal and not all learners find the same things reinforcing. Something that is reinforcing in one situation may not be so in another situation. Your child may be thrilled if you give him a hug because he was so quick to put on his pajamas, but if you run out onto the soccer field to give him a hug because he passed the ball to a teammate, he might not be quite so pleased.

With many adult learners and elite athletes, the information from the teacher or coach conveyed in a clear and precise way without the complication of words and emotion is all the positive reinforcement they need. Learners and athletes taught with TAGteach report that they like to work on only one aspect of a skill at a time and they really like to learn without criticism. Most learners and child athletes will embrace TAGteach and enjoy it more if the tag is associated with a tangible reinforcer.

The Simple “One for One” Reinforcement Scheme

The simplest way to use tangible reinforcers to ensure that the learner understands that the tag results in a reward is to use a “one for one” scheme. Each time Mary echoes the speech sound correctly that you are teaching and she hears the tag, she moves a bead from container A to container B. At the end of the session the beads in container B are hers to keep. This approach is good for creating the positive association with the tag and is helpful especially at first for young children and children with comprehension problems.

The Tag for Token Approach

Individual tags are associated with tokens that are traded in later for the tangible reinforcer. Each time Josh pauses appropriately after a period while reading aloud, the teacher gives the audible tag and at the same time moves a block across desk to the other. At the end of the session Josh trades in the moved blocks for stickers. This approach does not interrupt the flow of the activity. If the learner is going to earn many tags in a session, then the ratio of tokens to tangible reward items can be lowered. Possibly five blocks would be worth one sticker.

Tiered Reinforcement

More complex reinforcement schemes can be used to help sustain interest over a longer time span and allow the use of more substantial ultimate rewards. Brothers Sam and Luke work on their soccer skills every day for half an hour. For the first 15 minutes they work on specific drills and have three different tag points for 5 minutes each. The first tag point is kicking with the side of the foot as they pass the ball back and forth and then as they dribble through cones. The second tag point is planting the non-kicking foot so that it points towards the brother receiving the kick. The third tag point is eyes on the receiver while kicking. Everything that is not the tag point is ignored. If there are form errors these can be tag points another time. The boys keep track of their tags and at the end of the session they each put one mark on a chart for every 10 tags. When the chart is full everyone goes out for ice cream. Both boys working on the same chart fosters co-operation rather than competition over who has the most tags.

The pizza party scheme is popular with kids and can last for weeks. Ten tags earns the cardboard base, 10 tags earns one piece of construction paper pepperoni, 10 tags earns a piece of yarn (cheese) and so on during math lessons every day. When each pretend pizza is complete the kids get to enjoy a real pizza.

What do They Really Want?

Ask them! Ask and observe to find out what kids want and use these for reinforcement. Play time, “get out to play early” cards, favorite activities, movie tickets, read aloud story time, pick their own learning activity, even choosing their own next tag point can be rewarding. Use your imagination and let kids use theirs and have fun coming up with ways to make tagging their favorite part of the day.

Next time we will talk about one of the most powerful aspect of TAGteach … peer tagging. Hand the taggers over to the learners and see the magic happen.

We invite you to join the TAGteacher discussion group at www.tagteach.com to meet others who are implementing TAGteach in various disciplines.