Behaviorism in the Classroom

Behaviorism in the Classroom

As an educator, I have been learning about various learning theories since starting my education program in the mid-nineties. Interestingly, I find that as I gain more experiences in the education realm, my own personal theories morph. At this time in education, it is unpopular to think that behaviorism is a viable learning theory and part of the classroom. However, the resources I read this week definitely paint a different picture of behaviorism in the classroom. Behaviorism is found in most classrooms, especially in reinforcing effort and homework.

One of the common ways to find behaviorism in a classroom setting is in behavior management. All teachers find methods that encourage and promote learning in the classroom. One area that is important to promote in the classroom is reinforcing effort. According to Using Technology with Classroom Instruction that Works, effort is the most important factor in achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Since this is so important, many teachers put a lot of time and effort into reinforcing students’ effort. Some ways teachers reinforce effort may include: having positive effort bulletin board, tracking data on a spreadsheet to show success with effort, verbally encouraging students to continue effort, giving certificates and a variety of awards for hard work, etc. Each of these methods try to reinforce the behavior of working hard by motivating the student through external measures. This reward conditions the student to continually put forth effort into his/her work. Therefore, the learning theory of behaviorism is an essential component to reinforcing effort.

Another area in education where the evidence of behaviorism can be found in the classroom is with homework and practice. As a 6^th grade teacher, I feel it is my responsibility to teach the students accountability. One area students are accountable for is their homework. If a student does not finish their homework, that student misses a recess and goes to study hall. This could be viewed at both a negative reinforcement and a punishment, which are both important components to behaviorism (Orey, 2001).  Study hall is a negative reinforcement, because a recess is being taken away from the student. It is also a punishment because the student has to go to study hall instead of recess. In addition to this, in my school we celebrate students who have their work down and behave appropriate throughout the week. Student that have all of their work completed go to an extra 30 minute recess on Friday afternoons. Those students who have not completed their homework or practice work end up going to a special study hall where they can finish their missing work.  As for technology, I often have my students work on the Compass Odyssey Learning program as homework. This is a tutorial program that gives students practices on specific skills at their learning level.  Students are reward by the program with games and visual rewards as they complete assignments. All of these rewards and consequences are just a few ways behaviorism influences homework and practice in the classroom.

Does behaviorism have an important role in the classroom? I think it does. It is definitely not the only learning theory that has valid ideas on student learning. However, there is no doubt in my mind that most students respond to rewards and consequences. I also believe that many of students’ behaviors are learned and can be “fixed,” especially in elementary school. Whether it is for a tangible reward or just a great job and smile from their teacher, students are very much affected by these behavior reinforcers. Therefore, behaviorism can be found in most classrooms today.

-Jill Morris

Resources

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.