109Las acciones constitutivas «puras» en los procesos laborales

Table 21 shows how three different data types support Theme 3 – recognize,

reward, and reinforce. According to the Merriam Webster Dictionary, one definition of

recognize means “to acknowledge with a show of appreciation” (“Recognize,”

2018, para. 2a). Reward is defined as “to give a reward to or for” (“Reward,”

2018, para. 1). And, reinforce is defined as “to strengthen by additional

assistance, material, or support: make stronger or more pronounced”

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It was clear throughout interviews, classroom observations, and analysis of school

documents that another role of a principal in the establishment and maintenance of PBIS

is the ability to recognize, reward, and reinforce positive behavior.

During observations, staff were noted to recognize positive behaviors and give

students affirmation of their good behavior through common use of language. Rewards

were often noted to be given both verbally and nonverbally. Verbal rewards were positive

words of affirmation, whereas nonverbal rewards were given through use of “Right On

Target” certificates and school mascot awards given once a month during assemblies.

During the course of the research, no assemblies were observed, so I could not confirm

by observation that “school mascot” awards were given out.

It was noted during the vertical analysis that five interviewees did not reference

Theme 3. An assumption could be made that these staff members were (a) aware of the

methods of recognition, reward, and reinforcement and failed to mention it during their

interview process; or (b) unaware of the methods used by the school to recognize, reward,

and reinforce positive behavior. Staff that were aware of recognition, reward, and

reinforcement practices school wide made comments such as:

Really focusing on wanting to encourage and reward behaviors that we like to see.

So we have our “Right On Targets.” We have our “Right On Targets” that we

utilize with our PBIS. Every classroom has it, and it’s looking for times that we

see kids going above and beyond.

The team, itself, does really good things with that. Pushing that into the classroom

and class meetings every month and every week they do those. I see the paper

side of the “Below the Lines” and the “Right On Targets,” that’s run by PBIS.

A classroom teacher added:

There’s different supports for, even within the school, we have the positive things

for the “Right On Targets” that kids get recognized for. At assemblies,

recognizing the kids that are doing the right thing. The expectations that we have

that are throughout the whole entire school that everybody is expected,[to] learn

the same things.

Recognition will look and sound different when given by different staff, but the

goal of PBIS is to be consistent when providing positive recognition, rewards, and

reinforcement. When understanding behavior modification, positive reinforcement

techniques are meant to encourage or motivate students to continue to do well. One staff

member shared with me how rewards and recognition should be administered.

Even just celebrations, that you celebrate . . . instead of staying, “Oh, good job,”

but maybe being more specific on what you tell them. “I really notice how you

did this,” or “I like how you worked hard doing this, even though we know it was

difficult for you.”

Training for staff was provided on social emotional learning (SEL), and book

studies were provided to help staff develop an understanding of concepts, strategies,

methods, and techniques that could be used to recognize, reward, and reinforce positive

That came from [the principal] last year when we took the social emotional

classes. How to really get down to that kid’s level and understand them and then

help them to move on to . . . not to move on, but to cope so that they can start to

learn again. Because until she copes with what she’s feeling in that moment, she’s

not going to learn. I’ve recognized that with the student. Until she feels like her

problem has been addressed, she’s not going to move on.

The codes within this theme included: recognition, reward, positive behavior,

reinforcement, consistency, and expectations. This reflects understandings in educational literature at the time of this study where the concept of providing a proactive systematic

approach to behavior modification designed to be responsive and moving away from a

punishment-based model leads to improvement of behavior – appropriate behavior.

One staff member shared:

I have high expectations for kids, but I have sort of a calm, quiet demeanor, and

kids know I have high expectations by treating them with kindness and respect,

and I have a structured environment. We have the [name of school] award here

where we’re acknowledging those kids every month that are always doing the

right thing, even when no one is watching. “Right On Targets” and acknowledge

kids that are making smart choices in a given moment. Here, we focus more on

the positives, the “Right On Targets,” as opposed to thinking about saying any

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