Behaviorism and the Classroom: Putting the Theory to the Test By Jami R Cameron EDU 6542 July 18, 2007

What is Behaviorism? ~ Richard Dean Rosen http://www.funderstanding.com/behaviorism.cfm “If we ever do end up acting just like rats or Pavlov’s dogs, it will be largely because behaviorism has conditioned us to do so.” ~ Richard Dean Rosen

What is Behaviorism? Ivan Pavlov – Classical Conditioning 1. Food= salivation 2. Food + Stimulus = salivation (conditioned stimulus) 3. Bell alone produces salivation (conditioned response) Picture provided by Melissa Standridge

What is Behaviorism? John B. Watson Behavior is the result of precise stimuli Subconscious motives/latent cognitive processes can’t derive basic human development concepts.

What is Behaviorism? B. F. Skinner – Operant Conditioning This illustration illustrates operant conditioning. The mouse pushes the lever and receives a food reward. Therefore, he will push the lever repeatedly in order to get the treat. Picture provided by Melissa Standridge

How Does Behaviorism Apply to the Classroom? Behavior Management Positive Reinforcement Negative Reinforcement Consequences Punishment Positive reinforcement occurs when a teacher defines a student’s behavior as desirable, and they use positive stimulus (i.e. – praise, smiles, a treat) to increase the probability of the desired behavior (Standridge, 2002). Negative reinforcement occurs when a teacher increases the chances of the desired behavior by removing or preventing adverse conditions (i.e. – a homework pass for making a 95 percent on a test) (Standridge, 2002). Consequences are used instantly after an observed behavior. The consequence can be negative or positive, based on the behavior that just occurred. For instance, if a child chose not to study for a test, they receive a failing mark; but if the child studied hard, they receive a high grade (Standridge, 2002). Punishment occurs when a teacher wants to exterminate an undesirable behavior. It is a strong stimulus used to decrease or eliminate the behavior. For example, if a student hits another student, they are sent to the principal and must call their parents (Standridge, 2002).

Does Behaviorism Explain the Way We Learn? A controlling agent for students NOT helpful with knowledge-based learning Only reinforces how we behave Does NOT explain the learning process It stifles a human being by suggesting that external factors can be used to control our behavior – and that we don’t have our own will or self-determination (Faryadi, 2007). But, humans do have free will, thinking capability and self expression; therefore, behaviorism can only be used to reinforce how we act in certain environments – not change the way we learn and retrieve information.

Are Teachers Using Behaviorism Correctly? A tool in behavior modification Incorrect Checklist approach to learning It is a tool in behavior modification – allowing students to see the standard behavior expected and what will happen if that standard is not met. Teachers use the behaviorism theory when they use consequences and punishment to achieve the desired behavior for that classroom (Standridge, 2002). Using behaviorism in this manner is helpful, and oftentimes results in success. But teachers who take behaviorism a step further by using a checklist approach when regarding knowledge competencies (learned/not learned, can/cannot perform a task), are actually demotivating students by supplying a only minimum standard of proficiency. This checklist approach is directly linked to the behavioral model of learning and cannot measure learning accurately because it completely disregards the significance, target or nature of the act itself (Kerka, 1998).

Conclusion Behaviorism is effective –if used appropriately Behaviorism isn’t a measurement tool for assessing knowledge learned Behaviorism is an effective tool to the overall classroom setting – as long as a teacher uses it appropriately. A successful model of behaviorism in the classroom would entail the use of positive reinforcement, negative reinforcement, consequences and punishment. Teachers would employ these tools in order to achieve desirable behavior outcomes. Most students will respond accordingly to the external stimulus, and a classroom harmony will, in most cases, exist. Teachers who are proponents for behaviorism in the form of knowledge-based contexts are missing the point. Behaviorism should not be used as a measurement tool for assessing knowledge learned. It doesn’t allow for the fact that humans are free thinking individuals who all have their own way of learning new concepts. So, behaviorism can be a successful tool in the classroom. The distinction of success or failure ultimately relies upon how the theory is utilized by the teacher.

References Standridge, M., (2002). Behaviorism. http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism