When asked how behaviorism is encouraged in your classroom, I believe most educators would either respond with the thought of reinforcement and punishment as related to behavior management or with the belief that behaviorism has nothing to do with student learning. However, when we look deeper into the theory we will notice that behaviorism can be found in many instructional strategies and is certainly present in most classrooms. For this particular post, I will be discussing the strategies of reinforcing effort, providing recognition, assigning homework, and proving practice which are addressed by Howard Pitler, Elizabeth Hubbell, and Matt Kuhn (2012) in the book, Using Technology with Classroom Instruction that Works.
Melissa Standridge states that behaviorism includes the idea that students should be rewarded when desired behavior is expressed (Orey, 2001). This strategy stretches beyond that of behavior management and includes providing recognition and reinforcing student effort. Effort is certainly a desirable behavior that students should exhibit in the classroom in order for individual success. Furthermore, when teachers provide recognition of that effort, students should respond positively and strive to continue to put forth their best effort to reach the next level, whether that level is reading a hundred and twenty words per minute or seventy. Technology can be a great asset for supporting this strategy. Certainly teachers have been doing the following without technology, but technology brings recognition of students to a broader audience than just the classroom. For example, instead of displaying work on a classroom bulletin board for “school eyes only,” student work can be showcased online through a blog or a classroom website. In fact, student work that is completed offline can be scanned and uploaded to the internet for a wider audience to admire. Additionally, Howard, Hubbel, and Kuhn (2012) provide readers with a link to a free online badge generator. Students receive recognition through these badges by hand since they are available for printing or online as teachers may decide to present them virtually.
Practice and homework may not be easily seen as a correlation with behaviorism, but in the same way that student behavior is not perfected after the first time a student must pull a card or move a clothespin, neither is learning perfected after a topic is initially taught. Therefore, practice directly correlates with the behaviorist learning theory in that practice is necessary for the behavior to improve. In fact, Mark Smith (1999) writes that practice, “Is necessary for learning to take place” (para. 4). Dr. Michael Orey (Laureate Education, Inc., 2011) expresses that B.F. Skinner, an early behaviorism advocate, stemmed the idea of programmed instruction. Today, students and teachers can take advantage of the online programs available that provide access to such applications. Online programs easily provide students with the needed practice the individual student requires. First, a small amount of information is presented, and then, a question is asked. When answering the question, if the student responds with a correct answer, he or she can continue. If a wrong answer is given, however, the student receives further support from the program in order to reach the correct answer.
Overall, educators should consider behaviorism as a theory that influences our classroom in more ways than just behavior management as seen in the examples provided. When teachers reflect on Skinner’s ideas that behavior can be shaped by reinforcement, educators are more likely to reinforce and recognize student efforts which include practice and homework.
References:
Laureate Education, Inc. (Producer). (2011a). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
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