“A rose by any other name….” and so it goes. This blog post is intended to draw a correlation between classroom activities, homework, effort and Behaviorist Theory/ Application. I believe that all who instruct utilize behaviorist theory on a daily bases whether or not it is identified as such. It may no longer be the “carrot and stick” approach of years ago, but it is reward in the form of praise and punishment in the form of re-teaching. Furthermore, it could be argued that self inquiry also uses internal Behaviorist thinking. When we learn and understand a concept, there is gratification, the reward. When we try and fail, we retry (the punishment) until we understand the particular concept. In so doing, the reward is often times even more sweet.
Consider a child struggling to attain a higher level on a video game. If they try and fail, they retry and become more proficient until their personal goal is achieved. Similarly, self study on the WEB has the potential to achieve the same results. Whether one admits it or not, it is behaviorist theory in action.
Each time we praise a student for a fine job we are using Behaviorist Theory. Each time we correct and re-teach we are using Behaviorist Theory.
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Well said. I do not think I could have come up with a better example that the video game example! I also believe that it is true that many people are using and just do not realize it. I think that if we often present things at the beginning of a unit, leave it somewhat open ended with parameters of what they are looking for, they the students will take some ownership. By letting them start out on their own, they often tend to find parts of a unit that may interest them. In doing so, they will look deeper and hold on to it longer. If they struggle with part of a unit, maybe present it as like a video game and just keep trying until they reach that next level. I am actually going to use that reference next week when we begin a new unit.
ReplyDeleteI personally believe that the Behaviorist Theory is here to stay. It may take on different shapes, forms, or names, but when it is broken down, it is still the same thing. Nice post.
I really like your ideas on what we consider reward and punishment. I never thought of understanding a concept as a reward for the effort, but it makes sense. The understanding is a positive result for a certain practice so it is a reward. In my opinion, I think that behaviorist practices have a bad reputation, but after reading your post, I think it is because people are not trying to think of modern practices in a behaviorist frame of mind.
ReplyDeleteI agree that the Behaviorist Theory is used daily in the classroom setting whether it intentional or not. Children are ask to accomplish certain task and if they are successful when finished they are allowed to move on. If a student needs more instruction they are retaught the strategy until they are proficient. Also with behavior most teachers reward desired behavior with either positive reinforcement or actual rewards or punish undesirable behavior with punishments or redirecting the behavior. Therefore I feel that the Behaviorist Theory is in use in education.
ReplyDeleteJohn,
ReplyDeleteI really like how you related learning a new concept to students attempting to attain a higher level on a video game. Playing the video game in itself uses the behaviorist theory and students aren't even learning anything (academically anyway). The idea of self study on the Web is very similar to playing that video game: if you succeed in learning, you move on, if not, you redo it. Students don't want to relearn a new concept much like they don't want to stay on the same level of a video game so they work to try to move on.
Great ideas!
Amber Ba.
John--
ReplyDeleteI agree with you, behaviorism is used on a daily basis and hundreds of times a day. Whether we are conditioned to go the speed limit to avoid a traffic ticket, the bad is stopped, negative reinforcement according to B.F. Skinner’s theory of Operant Conditioning. Often our daily lives are driven by the Classical Conditioning of Pavlov whether it is the red of a stop light that causes us to stop or the bell that signals students should be in class (Orey, 2001).
Regarding your comment about self-inquiry, what if a student does not have the drive or ambition to dig for the answers? I realize that teachers help to reinforce and encourage students while school is in session, but what if the same student has no ambition to try to learn the content material. Teachers cannot force students to have intrinsic motivation? Whether the student is in the classroom or at home not doing the assigned homework what is it that makes the student want to learn? Are the students in grades K-12 positively reinforced and intrinsically motivated by the knowledge alone or the $20.00 for every “A” on his/her report card? Your comments on video games and reinforcement versus punishment makes sense. My question is how do we positively reinforce (good given) and/or negatively reinforce (bad stopped) students in the world of academia who are stuck in the quagmire of apathy (Orey, 2001)?
Thank you,
Courtney
Reference
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/