Behaviorist Learning Theories

Behaviorist learning theories, explored and supported by the work of B.F. Skinner (Laureate Education, Inc., 2011), spark great controversy in the classroom.  Should students be “paid” to get good grades?  Are we training students in the same way dogs are trained? While there are many critics who are against the theories behind behaviorism, there is much research and evidence to support the merits of its use in the classroom.

The Stimulus-Response Model, purported by John B. Watson (Smith, M. K., 1999), stresses that learning is manifested by a change in behavior, that the environment plays a key role in forming one’s actions, and that rewards, if given at specific intervals, can yield desired classroom behavior.  With that being said, evidence of this theory floods the classrooms of today.

Teachers at all grade levels use some degree of behaviorism to establish and maintain classroom routines and procedures.  Stickers are placed on papers to recognize academic excellence.  Honor Roll lists are posted in the local newspapers and, candy and other rewards are handed out when students comply with the wishes of their teacher or exhibit an extra measure of effort.  Despite open protests against behavioral theories, the evidence of their use is overwhelmingly present in the education realm.

The use of behavior reinforcement does not have to stop with the obvious uses.  Instructional practices and homework performance can be strengthened through these strategies as well.  James Hartley (Smith, M. K., 1999), in his Stimulus-Response Theory, determined that activity and repetition are key factors in the reinforcing and learning of content material.  Understanding is also maximized when content objectives are made clear to the learner.  Technology aids teachers in assigning homework and academic drill to achieve those goals.

Carefully constructed homework assignments can give students the “24 practice opportunities” suggested for an 80% competency level (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Software programs, either purchased, available free of charge, or teacher-made, can be used to track student performance and increase student motivation.  Both of which can positively elicit desired actions.  Students can also self-monitor and adjust their practice routines according to graphic representations of their performances—more practice might be needed to achieve the desired rewards.

Through my classroom experiences, I have found several websites that pretest, assign curriculum based on assessed levels, and provide numerous practice opportunities coupled with competition against other students within the school, and in some cases, throughout the nation.  Achieve 3000's Kid Biz Program provides many of the tools necessary to address the nonfiction component of the Virginia Standards of Learning English objectives (VDOE, n.d.).  It uses technology enhanced activities and encourages writing practice, all in conjunction with current world events.   The program has built-in motivators with points awarded for academic success and participation, weekly prizes are distributed, and seasonal contests are sponsored throughout the school year.  Parents have access to their children’s progress both online and through reports sent home from teachers, allowing for encouragement and reinforcement from both the home and school environments.  Since implementing this particular program in my classroom, student reading levels have increased by at least one grade level for almost all students, indicating that the behavior theory behind the program does work.

Several other programs that have been representative of Stimulus-Response theories and models are Study Island and Reading Eggs.  Teachers in my school capitalize on the merits of these programs even further by offering additional rewards and recognition.  Students get to practice their predetermined skills in a fun and game-like atmosphere, causing them to almost forget they are doing homework.

As with food, exercise, or any other substance, too much of a good thing can also become a problem.  In order for these behavior theories to work, they must be administered properly and in the right quantity.  Everyone likes rewards, but they must be timely and delivered with constructive feedback.  Success with these types of programs will only be seen as having merit if the desired responses continue to occur.  If the programs are no longer being effective, they will need to be redesigned or eliminated.

No matter what your thoughts or feelings are on the use of behavioral strategies in the classroom, please know that they are in practice and they can be successful in obtaining desired behavioral outcomes.

References:

Differentiated Instruction | Achieve3000. (n.d.). Differentiated Instruction | Achieve3000. Retrieved

             September 12, 2012, from http://www.achieve3000.com/

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.learnCourseID=5700267&CPURL=laureate.ecolleg    e.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Leading Academic Provider of Standards-Based Online Learning Solutions | Study Island. (n.d.).

               Leading Academic Provider of Standards-Based Online Learning Solutions | Study Island.

               Retrieved September 12, 2012, from http://www.studyisland.com/web/index

Learn to Read With - Reading Eggs | Where Children Learn to Read Online. (n.d.). Learn to Read

                With – Reading Eggs | Where Children Learn to Read Online. Retrieved September 12,

                2012, from http://readingeggs.com/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction

                 that works. Alexandria, VA: ASCD.

Smith, M. K. (1999). 'The behaviourist orientation to learning'.  the encyclopedia of informal

   education.  Retrieved from www.infed.org/biblio/learning-behavourist.htm

VDOE :: English Standards of Learning Resources. (n.d.). VDOE :: Virginia Department of Education

                 Home. Retrieved September 12, 2012, from http://www.doe.virginia.gov/testing/sol/sta