Behaviorists believe that in order to learn a skill it takes drill and practice to accomplish it. The skill will not be instantaneously learned, it will take some time. The more the skill is reinforced the more the students will want to achieve it. Dr. Michael Orey (2012) said behaviorism has two main parts: 1) reinforcing desirable behaviors and 2) punishing undesirable behaviors.
In our text, Using Technology with Classroom Instruction that Works we read about two instructional strategies, one of which was homework and practice. Homework and practice is used for students to better understand the concept they are learning and to become good at the skill. Behaviorism says the same thing. The more you practice, the better you become at something. The chapter continued to give some great ways to incorporate homework and practice with technology.
The day before a social studies test, I create a review for my students that they can do on the Smart Board in small groups. This is a way that I am helping them learn what they need to know, but I did it with technology and made it a little more hands-on. I do not believe students need worksheet after worksheet to practice a skill. Multiple, meaningful connections need to be made in order for a concept to be learned.
Take math for instance, knowing one’s basic math facts are important to help a student be successful in math. There are many educational websites (that border on fun) to allow my students to practice those basic skills. These resources can help students master a skill. There are also many tutorial websites that students can walk through that will help reinforce a topic that is being learned. These sites are effective; they should just not be the only method of teaching.
The second chapter we read from our course text was about reinforcing effort. This is behaviorism through and through. Reinforcing behaviors is a very strong and powerful way for a student to continue to do positive things and behaviors. Students need to be taught about effort. Effort can make a huge difference in the return of positive and negative outcomes. If a student spends the night before studying for a test, the result may lead in a decent or bad grade. If a student spends three days studying for a test, the result may lead to a great or decent grade. Effort makes a difference. Our text suggested how we could use a rubric and excel to have our students chart their effort and the results of their effort. It was a great idea to have the students be involved in some self-evaluation and it would give them concrete evidence as to whether or not effort makes a difference. Technology opens the door to many possibilities of reinforcing effort.
Behaviorism is in our schools today. It does not make our schools ineffective. Teachers need to continue to not solely focus on behaviorism and to incorporate multiple ways of learning skills. I believe all teachers want their students to succeed. We need to focus on provided the best possible learning environment for our students. Some students will need more practice than others and this is where drill and practice can become helpful for struggling students. Students that excel need to be enriched in other ways. We need to know our students and know what works best for each individual.
I found this quick, easy reference to behaviorism in the classroom:
http://viking.coe.uh.edu/~ichen/ebook/et-it/behavior.htm
Simple- but an overview.
References:
Laureate Education Inc. (2012). Behaviorist Learning Theory. Retrieved from http://www.sylvan.live.ecollege.com
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I found your opening statement very interesting. I think it fits the definition of behaviorism very well. If a behavior is repeated and practiced, then it is learned. This can be applied to both factors of the behaviorism theory of reinforcement or punishment. If student practice a positive behavior then we reinforced this behavior through reward. What our students learn is that we they do well, then good things happen. If a student practices negative behavior they are punished. What our students learn is, for a negative action there is a consequence. In order to reinforce or learn a positive behavior it takes practice. As you mentioned, you can become better at something if you take the time to practice it. You make a very good point about reinforcing effort. In order to achieve a goal or learn a new skill it takes practice as well as effort. Having a desire to make a valid effort is a part of practicing good behavior. If we reward students for not only their behavior, but for their efforts as well we can create a positive learning environment to help our students succeed.
ReplyDeleteThanks for responding. I do not always think to reward my students for effort, I should consider incorporating that more. It may motivate my students to work even harder and you are right, it would help create a more positive learning environment.
DeleteRenee Scott
Renee,
ReplyDeleteThe most interesting part of this entry--and I enjoyed reading every point you made--was the idea of the worksheet being conceived as practicing a skill. I have never used a worksheet in my entire tenure of teaching. I have actually never understood the purpose of them. I have always felt that the true way of practicing a new skill is having students create something new and original each type they attempt the skill.
Mark-
DeleteWhere do you get all of your ideas? I must admit, I do use worksheets. Not all the time and not in every subject. I am slowly trying to move away from worksheets and create more authentic learning experiences, but sometimes I am lost for ideas. Creating something new and original is definitely more "real-world".
Thanks for making me think! I am striving to be a better teacher for my students and give them the best learning experience possible.
Renee Scott
Renee,
DeleteI think it is easier in an English classroom to not use worksheets. I would never know what to do in a history class because you do have to have students know specific dates and moments in time. I know that if you were not required to cover those types of specific standards things could be different, but even limiting the amount of worksheets is a great thing. As for ideas, I just think about the type of writing that I want to read and the type of topics I know that my students have never thought of. I just try to think of what could help my students master the skills needed in ways that will make them enjoy it. If that means I do Yo-Mama jokes for vocabulary then so be it. I know when they are done my students will remember every word they wrote a joke about and its true definition.