Behaviorism in Practice

            As stated in this week’s discussion, I definitely feel that behaviorist theories have a place in the classroom. In this week’s reading I explored two instructional strategies, reinforcing effort and homework and practice. I feel that these two important strategies directly relate to behaviorist theories. I was pleasantly surprised to learn some new ways to incorporate technology into these instructional strategies. It was also nice to affirm that I am already using some of the strategies in my classroom right now.

            I am a strong believer in reinforcing the efforts of my students. Students who display the correct behavior and study habits deserve to be recognized. It is that positive attention that really makes a difference and it is great for behavior management. As Dr. Michael Orey mentioned in his lecture, the reinforcement of desirable behavior is more powerful than the punishment of undesirable behavior (Laureate Education, Inc., 2010). I have also noticed that other students tend to look up to the ones who are getting the positive attention and try to emulate them.

            In my classroom, I always set high expectations for all of my students. To help them obtain their goals, I provide them with clear learning objectives and direct feedback on their learning. One way I do this is through the use of rubrics. I like to use rubrics for different kinds of assignments such as writing, group projects, and technology projects. A rubric is a great way for students to see the relationship between their effort and the grade they receive (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I am anxious to explore some of the websites mentioned in the literature this week to find new ways to incorporate technology into my rubrics.

            I do not currently use spreadsheets or other data collection tools with my students. My use of spreadsheets is more for my own organization and examination of their grades. I never thought to include students in that process. I really like that it gives students something concrete to look at and it also cements the fact that effort is linked to achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

            The other instructional strategy discussed in this week’s videos and reading is homework and practice. Homework and practice is an integral part of the learning process. Regular practice and practice in different forms is essential for learning to happen (Smith, 1999). These activities must be authentic and the students should understand what skills the homework is reinforcing. Even though it does take some time, I make sure the review most of my homework assignments and provide immediate feedback.

            A great way to incorporate technology into homework and practice is to use word processing, spreadsheets, and educational websites. I think that using this technology takes the monotony out of skill and drill homework. I love to use practice websites like Brain Pop in the classroom. However, as Dr. Michael Orey explained, the overuse of some online tutoring sites can actually backfire causing them lose effectiveness.

            I think that if a teacher can harness the power of using the combination of behaviorism, instructional strategies, and technology in the classroom, great success will be achieved by all. Students will be able to see the rewards of their efforts and have better understanding of expectations. Similarly, I think that teachers will see that their instruction becomes more meaningful and their job just may become a bit easier.

References

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm