The use of behaviorist learning theory in the classroom is debatable between educators, students and teachers. Behaviorists “view all behavior as a response to external stimuli” (Lever-Duffy & McDonald, 2008, p.15). Orey states “behaviorist learning theory emphasize changes in behavior that result from stimuli-response associations made by the learner” (Orey, 2001). Most humans are motivated by other stimulus. We work for money and benefits. We do the things we enjoy for the satisfaction we get from them. Why wouldn’t rewards and punishments work in the classroom? It is what motivates everyone daily.
The instructional strategies reviewed this week were “reinforcing effort” and “homework and practice.” These are strategies are used daily in my secondary math classroom and are successful in the behaviorist learning theory. The use of reinforcing effort is a great way for students to record and monitor how their effort affects their grades. Many students do not view effort as a way to improve their grade. The use of tracking their effort is a wonderful tool for the behaviorists. Teachers can then offer rewards or punishment by viewing their efforts. Students can opt out of some assignments or testing if they are improving on their effort in the class. This would be the use of negative reinforcement, the removal of something negative to increase desired behavior (Orey, 2001).
Elementary school teachers use behavior charts regularly to track behavior and then offer rewards and punishments. These charts are an example of reinforcing effort. Students are able to view their behavior for the day and then see how it affects their performance in the classroom. Dr. Orey discusses how the use of these charts is used for behavior management (Laureate Education, Inc., 2010). The consequences are usually successful in eliminating the undesirable behavior. This is a form of negative punishment, the removal of something wanted to decrease undesired behavior (Orey, 2001). This is a great technique used for my own sons in their classes. They enjoy their recess time to socialize with friends and try to make sure they do not lose this quality time.
Homework and practice is dreaded by most students and argued by many people. In math classes, such as mine, I feel it is necessary and needed. Students can not memorize math they need to practice and become “fluent” in it. A great way to restate homework and practice is “review and apply” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 187). Homework is an extension of the classroom and allows students to “deepen their knowledge of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 187). Students need more than just class time to review their math concepts. Most of the limited amount of time in class is spent on presentation of material and a small amount on review. Students need to practice a skill 24 times to achieve 80% competency ((Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188).
As a result of students not wanting to do homework and practice, the behaviorist theory will be helpful here. Students need the rewards and punishments to be encouraged to get this needed practice done. Teachers can encourage students to do this work by offering rewards or using negative reinforcement. Negative reinforcement is the most successful incentive I have used. Students like for me to take the things away the dislike, for example, more work or quizzes. In my class, I have students start their homework before they leave. I then check that they have completed a given amount of problems for a participation grade. This motivates many to start their work instead of talking. They enjoy receiving easy points this way. It is also a way for me to make sure they understand the work before they leave the classroom. I think it might help to start tracking grades and homework and then taking away more work and quizzes to reward them for the hard work. This could help them improve proficiency as a result of students getting more practice accomplished.
The behaviorist learning theory will always be a part of the educational process as it is part of everyone’s daily life. We need rewards and punishments to motivate us to do work and accomplish goals. This is prevalent in the classroom. The instructional strategies “reinforcing effort” and “homework and practice” can be beneficial to helping students succeed and help to promote the behaviorist learning theory.
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore , MD
Lever-Duffy, J., & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria , VA
I want to use the behavior charts for my middle school students. I think that using a target behaviors chart may also work with the Behaviorist Theory and supporting the different ways that students can receive positive reinforcement and punishment in appropriate ways.
ReplyDeleteYou said that many students don't see effort as a way to raise a grade. I come across this quite often. My students who are not performing as well as they should, look at students who are getting good grades and say things like, "Those students are just smarter". I spend a good deal of time convincing students that "those students" are often the ones who just work harder or put forth more effort. We are all motivated by external stimulus. The problem I am often faced with is trying to provide external stimulus for my students that they value. The reinforcement I give for desired behavior must make it worthwhile to the student to perform that behavior. With most students this is relatively easy. With some though, finding reinforcement that they value is quite a challenge.
ReplyDeleteI haven't used negative reinforcement in my middle school health class yet this year. Typically, I've been using positive reinforcement in the form of raffle ticket. When I get a new group of students,I try to warm tem up per say by giving them a raffle ticket when they participate in discussion or ask a really good question. They then put their ticket in their class period's basket where on Fridays, I proceed to draw three names from the basket. The names drawn receive candy. It's become somewhat expensive, making trips to the dollar store for candy when teachers don't make much money as it is.
ReplyDeleteI think I'm going to try using negative reinforcement. If students are at a certain percentage before the final exam, they can opt out, or have a free homework pass if they turn five consecutive assignments. They wouldn't have to do the sixth assignment.
This makes me excited to have my students track their effort and how much of their homework they turn in. I think the engagement and the visual will help to keep them in-tune to how well they are doing in my class.
One of the most frustrating things I see about the students is most just want to pass. Their goal is to get a D and not a C or a B. This really frustrates me. They will put in whatever effort is needed for the D. I really want to start having them track their effort in a computer program and print charts. I wish I could do the same on Progress Book. It would be great to have a graph that shows homework completion vs test or quiz grades. We do let seniors be exempted from final exams if they have an A in the course. I like this idea but disagree since we give quarterly assessments so it really isn't a final exam. I have suggested that if students pass the math portion of the OGT then they are exempted from taking the "final exam" or the last quarterly assesement. I think some students would work harder during the quarter if they could get exempted from these exams. I am going to start incorporating more rewards and especially more negative reinforcment. Students want to do less in class so if they do more I will take away the things they dislike. I do see this working and I plan on starting maybe next quarter. If not, I will start it next school year.
ReplyDeleteI really like the way that you have them start their homework and give them a participation grade. So even if they do not finish it, they at least started on it to see if they understood the lesson. And the points are their motivation! Who doesn't want free points? Do you have block scheduling? I only have 48 minutes with my students, and it takes everything I have to get through the lesson in time after taking homework questions. How do you make the time?!
ReplyDeleteI have always been a strong believer that students should be given some time at the end of class to begin their homework. I want them to be able to scan through the assignment and ask questions that will help them complete the work. I like to be able to walk around and check for any misunderstanding that students may have while completing their assignment. I will use time limits to make sure that students are staying on task, and emphasize that effort during work time may add the additional time necessary to finish the assignment, which in turn means no homework. This is a strong motivator for many students. When time allows, we even correct the assignment together as a class. I then choose whether the assignment will be graded on a right/wrong scale or for participation points. The option usually reflects the difficulty of the assignment. Do you have enough time to monitor every student to make sure there work is correct when they receive participation points? Do the additional quizzes help the students with their learning or do they get frustrated because they feel they need to study for assessments all the time?
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