ABSTRACT
This chapter suggests that the teaching of concepts is the prime concern of most teachers. It explores that knowledge of the teaching of psychomotor skills and problem solving is important. The chapter views the creation of a desirable classroom climate as largely dependent on the teacher's ability to sustain the pupils' learning, to motivate them, and to build up positive attitudes towards new learning. These aims are likely to be achieved by arranging satisfying learning experiences for the pupils in an atmosphere of positive affect. The chapter discusses reinforcers as distinct from reinforcement, by implication rather than explicitly. Teachers can, and often do, use the class to provide vicarious reinforcement for individual pupils. A teacher skilled in reinforcing techniques will avoid punishment altogether and emphasize reinforcement by encouraging the socially and pedagogically positive activity and ignoring the negative. Possibly such explorations would add to our information about the process of classroom reinforcement.
