ather than contrived reinforcers, or arrangements to assure future, appropriate behavior. It is the teacher's function to contrive conditions under which the student learns, and the relevance of such conditions to future usefulness need not be obvious for positive reinforcement (reward) to support learning, here and now.
This is a difficult task. It is sometimes called "contingency management in the classroom." If the teacher can make such a change from punishment to reward in responding to a student's successes instead of his failures, he can point up right behavior instead of reinforcing wrong behavior in education through contrived or negative reinforcement. A good educational program takes this fact into consideration, for example, in the administration of a system
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