First
things first. If you are reading this post and you do not know what behaviorism
is or what the behaviorist learning theory is then you are going to be lost. If
you get lost you will probably stop looking at my blog and that’s the last
thing I want! So, behaviorism is changes in behavior that result from stimulus
response associations made by the learner. An individual selects one response
instead of another because of a prior condition (Orey,
2001). In other words, reinforce what you want people to do again and
ignore or punish what you want people to stop doing (Smith, 1999, p. 3).
In the
graduate class I am taking, several instructional strategies were described and
several of those strategies correlated with the beliefs/ideas of behaviorism
(everything I explained in the first paragraph)…
One
instructional strategy described was programmed instruction. Programmed
instruction is like an on-line tutorial. Small amounts of information are
presented, guiding questions are asked, and the system says if the questions were
answered correctly or not (Laureate Education, Inc., 2011). This
correlates with the behaviorist learning theory because when the learner
answers the questions correctly, he/she passes the class. Passing the class is
the reinforcement. A student learns that answering the questions correctly is a
good a thing and good things happen because of it and therefore the student is
going to continue to strive to answer all of the questions correctly.
A second
instructional strategy described was behavior management contacts. In this
example, there is usual a consequence for a bad behavior (Laureate
Education, Inc., 2011). If a student does not demonstrate the correct
behavior he/she is going to be punished because of it. The punishment will
hopefully decrease the frequency of the poor behavior.
Effort/achievement
was the third instructional strategy described. “Effort is the most important
factor in achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155).
Effort correlates with the behaviorist learning theory because when effort is
given, it should be reinforced. When a student’s effort is reinforced, it shows
and proves to the student hard work pays off. When effort is put forth towards
something, great outcomes will happen.
Technology
can be used to enhance the behaviorist learning theory. If a student were to
use a spreadsheet to track his/her homework he/she would see that doing
homework usually equates to a good grade.
Many education games or educational websites correlate to the
instructional strategies of behaviorism. Often when a question is answered
correctly or a level is passed successfully something “fun” happens… a
celebration happens on the screen, a fun noise is played, or you move on to the
next level. All of those things encourage and support the positive behavior.
Resources
Laureate Education, Inc.(Producer). (2011) Behaviorist Learning Theory
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., Kuhn, M., & Malenoski, K. (2007). Using
technology with classroom instruction that works. 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
Excellent explanation, Stacy! I particularly love the diagram. I must be a visual learner...
ReplyDeleteLisa
Thanks, Lisa! Like you, I am also a visual learner. Google Images has done/taught me a lot!
Delete"If a student does not demonstrate the correct behavior he/she is going to be punished because of it. The punishment will hopefully decrease the frequency of the poor behavior."
ReplyDeleteI did a bit of investigating into Behaviorist theory a number of years ago, while training of horses and dogs with a clicker, which is all based on behaviorist theory. Somewhere I remember reading that punishment is not a desireable part of behaviorism. Or should I say, that punishment should be avoided at all cost. Although punishment may stop an unwanted behavior at that moment, in doing so it is reinforcement to the punishER. Punishment creates resentment and fear, something we never want to inflict upon our learners.
I think I found that in one of these books; "Don't Shoot the Dog" and/or "Lads Before the Wind" both by Karen Pryor, a pioneer in the field of using behaviorist theory to train marine animals.
Interesting perspective, Tracy. Thanks for sharing the book title, that is something I would like to check out.
DeleteI agree with you, fear is something I NEVER want to inflict upon my students. I work hard to create a comfortable classroom environment so that students feel comfortable learning and sharing with one another and with me.
Orey also noted in the course video this week that, according to behaviorist theory, punishment was much less successful than rewards. I myself think there needs to be a balance between the two, and the "balance" means much more positive than negative feedback.
ReplyDeleteWe have a new puppy who goes to puppy training classes. The emphasis is definitely on positive reinforcement, and that was highly successful in teaching him "sit" "down" "come" and "follow". Of course, I should mention the puppy is definitely a genius. However, the only thing that stops him chasing our cats is punishment. We have a newspaper sitting on the counter, and as soon as you pick up that newspaper all of a sudden he loses interest in doing anything but sitting.
At my school, the Principal has much the same effect as that newspaper. As far as I am concerned, he can sit in every single lesson he wants, as my students who are struggling with behaviour all of a sudden become model citizens when he is around. Interestingly, while there is a tinge of fear, I suppose, they are not at all resentful. In fact they also love it; they get to show off their work and their general excellence.
I also think it depends on the "punishment". I also have a lot of success with my favourite consequence - and my students' least favourite. That immediate call to their parent where they have to explain what they did works on almost all students. Of course you have to be careful to set up positive calls too. I try to make at least three of those a week.
Regards,
Lisa
Lisa,
DeleteI truly laughed out loud at your post as you talked about the magical transformation of you students when the principal is in your room. I was observed this week and the same exact thing happened! The students were angels!
I agree that positive feedback needs to be greater than negative feedback. I can not remember where I heard this but I was once taught to use the "sandwich" method. Sandwich negative feedback between positive feedback, or for ever one negative thing said to a student, two positive, encouraging things should also be said.
Do you have any perspectives on how you, as an educator, can get your students to be more motivated and show more effort in their learning other than creating a spreadsheet that allows them to see their grades? What about the students who don't care what their grade is, or the students who naturally excell at academics and struggle to push themselves above good enough?
ReplyDelete