Learning and Behaviorism - Blog #2
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Learning, who knew it could be such a complex word. After revisiting the behaviorists and their theories, it has become evident to me that although I may not know the exact definition to the term learning, I am in fact a practicing behaviorist in my classroom. It is with using the behaviorism style that I feel I am able to enhance a student's learning. With positive reinforcement, and encouragement, I am able to help "train" (for lack of a better word) my students to better approach new concepts.
Teaching Junior High students can be challenging in itself for any one individual, with the incessant whining, egocentric behaviors, tremendous vulnerability and the constant need to “fit in”, having them extend themselves in something new can be, well, a challenge. If the students extend themselves to learn something new, they risk looking “dumb”, failing, and being different from everybody else. But, what a lot of people forget is that, although they are maturing, right before your eyes, they are still humans, and children, and they have a constant need for reinforcement that what they are doing is correct.
In my classroom, I make it a point to as often as I can, reward the appropriate behaviors with praise and privileges, and ignore the unwanted behaviors. I also make it a point to make sure that students are encouraged to extend themselves and jump into something new. Mistakes are a part of life and a part of learning, and I make quite a lot. But, the difference is I use my mistakes to show that mistakes are human, and learning is what makes us intelligent.
So, to answer the question of what is learning, I believe that my definition of learning has not changed. It is still the concept of approaching something new with eagerness to understand more. But, to answer the last question, does a teacher make a difference, absolutely! Without a role model, or someone to encourage the appropriate behaviors, how will students know when they are on the right track?
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Submitted by Rhonda Adams on Sun, 05/24/2009 - 5:23pm
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Any opinions expressed here, except as specifically noted, are those of the individual authors or commenters and do not necessarily represent the views or policies of the Department of Instructional Technology and Learning Sciences, the Emma Eccles Jones College of Education and Human Services, or Utah State University.
More Behaviorist Application
Behaviorist questions answered?
Well, I think there are lots of ways to do it, but I think the best way would be in a game format on the computer with a question and response system for the concepts. For example, a student may be given a series of questions, and depending on what they answer correctly, they are given points (let's just say) and when they earn enough points they get to buy things to build their own space ship (on the program) or they earn the ability to unlock some sort of game or something. High scores could be posted on a website for everybody to see, and students not performing well will get no recognition except a mark like "is improving".
Or, if no technology is available, you could design a book hunt and have the students explore books for answers to questions you have given them. Pass out awards at the end for Most Creative, Hardest working, Best Group Effort, and stuff like that.
I usually put these kinds of things in their scores anyway, and showcase what they do correctly, and ignore what they shouldn't be doing. If I do feel the need to address something like lack of effort, or distractive behavior, I will often pull the student aside while the rest of the class is working to gently redirect and then watch the student later on. The minute I see a good behavior, I'll showcase it for them and their peers.
For example: Jimmy is throwing his pencil in the air. I will get close to him and redirect him with questions about his work. He continues throwing the pencil, I will pull him aside and explain that throwing the pencil is distractive and unsafe. He returns to his group and I have a group member explain what they were doing, ask Jimmy's opinion or a specific question, and the minute he is engaged I say "yeah now what else........"
Using this approach has never let me down with any students........so far.... knock on wood! :)
After all this is done, I will then lead a class discussion about what they have learned, using reinforcement, positive or negative, to help the students showcase what they have learned. (and yes, I am aware that not all reinforcement is good or bad, it's whether you give or take something to reinforce a behavior right?)
Interesting Post
Fine