Behavior Learning Theories: Its place in the classroom

Behaviorism is a type of learning theory made popular by Ivan Pavlov, Edward Thorndike and B.F. Skinner.
According to ( Salvin, 2008), there are several principles of behavioral learning.  These include:

• role of consequences

• reinforcers

• punishers

• immediacy of consequences
• shaping
• extinction
• schedules of reinforcement
• maintenance
• role of antecedents

Behaviorism can be applied to the classroom. Teacher sometimes feel that reinforcement is time consuming and may not use it.  (Salvin, 2008) outlines three principles or guidelines for reinforcement:

1. Decide what behavior you want from your students then reinforce when they occur
2. Explain to the students what behaviors you deem as positive
3. Reinforce appropriate behavior as soon as possible

There is a connection between this and homework.  If students are aware of what is expected of them when homework is given, they will be more incline to do it.  Teachers ought to explain the importance of homework, not just to reinforce a concept but to give them the opportunity to be proficient at the skill. When students exhibit a positive behavior , immediate feedback is crucial to keep the momentum on high and avoid lost of interest among the students.

Practical reinforcers for homework include but are not limited to:

• self-reinforcers - use of a mental checklist when completing tasks then praising oneself
• praise - giving verbal praises to the students
• attention - providing  attention to the students (eg.  sitting next to them)
• special notes sent home when students are successful

• extending privileges - giving free time or extra fun/ snack or break time when homework is completed and with the desired percent of accuracy

As educators, out to ensure that each of our students learn.  Through the behaviorist learning theory, we can do the following:

• understand the students we are entrusted with
• break down instructions and repeat if needed
• encourage students to do their best
• set appropriate guidelines
• voice expectation repeatedly 

Reinforcing effort and  providing recognition is a another strategy that is very using in the classroom and aligns itself with behaviorism. I believe that praise is vital part of a child's achievement.  Praise has the ability to improve student academic or behavioral performance ( Akins-Little et al., 2004). It can be applicable to all ages regardless of learning styles and abilities. Praise should be specific ( Dwyer, 2013)thus ensuring that the students know exactly what they are being rewarded for.  Hence simply saying "good job" is not sufficient nor would be very effective in the future. If students know exactly what they are being praised for, they will continue to use their techniques and strategies to achieve higher learning.  As educators, we ought to use praise more in the classroom. It leads to developing self esteem, self efficacy and interest in learning.

Reference



Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the  
             classroom: Bribery or best practice. School Psychology Review, 33, 344-362.
 

Dwyer, C. (2013). Using praise to enhance student resilience and learning outcomes helping students 'bounce back' in the face of difficulties. Retrieved from http://www.apa.org/education/k12/using-praise.aspx?item=10

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

Salvin, R. (2008). Educational psychology: Theory and practice. (8th ed.). Pearson Education Inc.