Educational theories have been debated for years. How and why people learn has been studied extensively and new theories are always arising and old ones are being updated. How an educator views learning is manifested in their teaching methods and educational objectives. One such learning theory is behaviorism. One of the most prominent behaviorists is B.F. Skinner who suppositioned that satisfying responses are conditioned whereas unsatisfying ones are not (Standridge, 2002).
While looking at Skinner in a purely psychological way suggests that the stimulus-response must be present in order for behaviorism to occur (Lever-Duffy & McDonald, 2008). Therefore a teacher who turns the light off for students to quiet down is providing a stimulus (the light). Students who stop talking are immedietely rewarded with a token or whatever reward system the teacher uses. If the students do not stop talking they will have a token taken away. This is providing the reinforcement needed to produce an appropriate response (students stop talking). If we look at behaviorism in this way than many of the ideas suggested within the learning resources do not fall under the category of behaviorism. When looking at skill and drill strategies what is the stimulus? The content (multiplication facts for example?) or the anticipation of good grades? We know that we want the response to be- the students studying and receiving a good grade, but what was the catalyst (or stimulus) that shaped this behavior?
If we look at behaviorism in a more liberal way and view it as a series of causes and effects than behaviorism certainly is evident in the strategies suggested by Pitler, Hubbell, Kuhn and Malenoski. Behavior contracts can provide a change in behavior when the students track it and see their success over time. The response is more effort put forth in the classroom, but the lack of a stimulus makes it a questionable behaviorist strategy. Likewise skill and drill websites can offer immediate feedback for students which is an important aspect of behaviorism.
Whether the strategies suggested are examples of behaviorism or not does not discredit them as strategies. There are many geat websites offered by Pitler, et. al as well as suggestions of using spreadsheets to create rubrics for students to track their successes. These are all powerful tools to be used within the classroom and can be met with student success when utilized appropriately.
Citations
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved<2009>, from http://projects.coe.uga.edu/epltt/
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Hi Megan,
ReplyDeleteI have found that with some of my students that the negative consequences do not even work any more. For example I would start students off with 3 points a day and then I would take away points when their behavior was inappropriate, although when all 3 point were taken away the student had no reason to act appropriatley or even try. I do think to an extent we all use operant conditioning (at least sometimes). I like to think of the strategies just as they are and not really classifiy them, because I think we could twist and turn any strategy into a specific teory of learning if we tried hard enough. I thought of Reinforcing Effort to be more behavioristic because the amount of effor put in is directly related to the students behavior (usually) there are some exceptions. As the books discussed when students keep track of their participation and so on they are keeping track of their behaviors.
I agree that categorizing teaching strategies isn't necessary. Just placing a label on a strategy that is working doesn't lend credibility to it or deny that it is working.
ReplyDeleteI agree that there are many theories that attempt to define how learning occurs. I also agree that these theories deserve a look. In the end, however, teachers must recognize that there are many ways to address similar problems. They must use their professional judgement to select the most effective strategy for use in their classrooms.