Behaviorism in Practice

When I sit back and reflect on the many ways that behaviorism plays a role in the 21^st century classroom, I am shocked!  I am not a proponent of B.F. Skinner’s air crib (or baby box) that he raised his daughter in for the first two years of her life, and therefore frown at the mention of his name.  However, I have to admit that I agree with many of the behaviorist principles such as the stimulus-response model and operant conditioning (Smith, 1999) as well as the need for these things in the modern day classroom. 

I also firmly believe that reinforcing my student’s efforts is essential to their achievement at school.  Reinforcing efforts by providing positive feedback is a form of behaviorism at its finest!  The behaviorists view of learning labels reinforcement as the ‘cardinal motivator’ (Smith, 1999), especially when the reinforcement is positive.  Therefore, teachers need to expose students to information related to effort, teach the importance of effort and ways to expend it productively, ask students to keep track of their effort as related to achievement, and reward achievements (Pitler, Hubbel, &Kuhn, 2012, p.57-60).  Encouraging and rewarding our students’ efforts will motivate our students to do well time and time again, which is the epitome of Skinner’s operant conditioning (Laureate Education, Inc., 2011).   

We all know that technology plays a major role in our current classroom environment and that computers can be used for more than just research.  With the use of spreadsheets and online surveys, technology can be used as a form of data collection and analysis to help students reach their goals.  Online badges and certificates can be created for student recognition; online picture galleries can showcase student work; and communication and collaboration software can capitalize on our students’ natural desire to socialize (Pitler, Hubbel, &Kuhn, 2012, p.65-70).  Playing educational games and taking online tutorials is another way of incorporating technology into the classroom, and in a behaviorist manner.     

Behaviorist theory “…Posits that all behavior is learned habits…” (Orey, 2001, pg.1).  And, what better way to learn something than practice?  Through the use of homework and practice, students can fine tune their skills.  Computer-assisted instruction can be used for homework practice and follows behaviorism because it provides immediate and nonjudgmental feedback, can be individualized to meet student’s desired outcomes, and is motivational (correct responses boosts self-esteem and confidence) (Pitler, Hubbel, &Kuhn, 2012, p. 169).    
      

From free homework passes to missed recess; from smiles and praises to detention; and from behavior management charts to online tutorials, behaviorism is needed in the classroom!

Resources

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

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