According to the behaviorist theory, “all behavior is learned” (Orey, 2001). With that, some behavior can be un-learned and replaced with new ones. One way a teacher might follow this theory is by modeling behavior and academics (2001). The beginning of the school year is a time where this is used a lot. Even though most fifth graders know how to line up at the door, take out their books, and sharpen their pencils, I still model this during the first week. It is used to set the expectations for the students. We also have an afternoon break. If students misbehaved or did not finish homework on time, they have to stay in a break to finish it. This is called a negative punishment (2001).
Not only is the behaviorist theory incorporated into the management of the classroom, it is also brought into the instructional strategies. The book, Using technology with classroom instruction that works, states that students do not always understand the importance of effort (Pitler, Hubbell, Kuhn, Malenoski, 2007). It is important to show students how it is important so we need to teach students the how important it is. Students take external factors and blame their failures on them. Pitler, Hubell, Kuhn, and Malenoski gave an idea of creating a spreadsheet about effort (2007). The rubric lays out five pieces that make up effort in the classroom. The students can think about the effort they put in throughout the day. Multimedia is also a great way to incorporate the behaviorist theory. Part of this theory is drill and practice. There are many computer games that students can play to strengthen their understanding of a topic. “Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery (2007).
Be using technology, we can teach many students who have lost confidence in themselves to regain motivation to succeed. As I mentioned in the beginning, some behaviors can be un-learned and replaced with new ones.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I think that the rubric for effort which you mentioned is a brillian idea. I love the idea of being able to actually measure effort. Effort seems to be such a subjective and nebulous thing to nail down. I found that rubric very helpful.
ReplyDeleteI do think that behavior can be learned and unlearned, as you said. I have had students who misbehave miserably in other classes but follow the procedures and routines without a problem in my class. I believe this will happen if you take the time to teach the desired behavior and then rehearse it often.
One more thing... it took some thinking for me to wrap my head around the concept of "negative reinforcement". Prior to reading Orey, I thought that negative reinforcement was similar to punishment. So I learned something new when I found out that negative reinforcement is acutally removing something to increase the desired behavior. An example of this is giving a free homework pass as a reward.
Yes, even in 7th grade the first week of school is still conditioning. I agree with Beth's response, I have students who behave perfectly for me, but then go to another teacher and act like fools. How would behaviorists explain this? If they have learned the proper behavior for my class, why wouldn't it transfer to other classrooms?
ReplyDeleteI am so very thankful that we practiced some procedures during the first week of school. My students enter the classroom, make their own lunch selections, and begin writing in their journals. I have the topic placed on our overhead projector, and they now automatically come in and look up to see what it is. It's neat to read what they write and I try to make comments to their writings at least 3 times a week. I think as educators we need to delve more into these behaviorist theories to help guide our instruction. We can't and shouldn't always rely on quick fixes for behavioral concerns. I know most of us do this (myself included) due to time constraints. Maybe we should choose one theory that works for us, research it, and use it as we can.
ReplyDeleteI agree that behavior can be learned and unlearned, otherwise we would not have to spend the first weeks of school modeling the expectations of the students year after year.
ReplyDeleteMy easy answer for Lee is that students behave in some classes and not others because they know they can get away with it or have a tough relationship with that certain teacher. It is interesting though. I am sure most students know the expectations, but they decide not to follow them.
Angie, there are so many theories! I understand how you mentioned understanding and using one of them, but just like learning styles, I think theories fit different students. Some things might not work for some students, and another theory might fit.