Behaviorism in Practice

Behaviorism in Practice
Behaviorism learning theory uses operant conditioning to build positive reinforcement to promote desired behavior, and punishment to decrease undesired behavior. McMahon (2009) offers this perspective on B. F. Skinner’s philosophy, which is based on five key principals to fix obstacles to learning, listed as follows:
1. Give the learner immediate feedback.
2. Break down the task into small steps.
3. Repeat the directions as many times as possible.
4. Work from the most simple tasks to the most complex tasks.
5. Give reinforcement.
Two learning theories widely used by behaviorists to shape how students learn is through reinforcing effort and through homework and practice. Research shows that with all teaching methods, success depends on how well students react to stimulus and response, and on associations made with the learner (Standridge, 2002). By satisfying responses we can strengthen the behavior we desire, and suppress those that are undesired.
The first learning theory we will look at is reinforcing effort. Pitler, Hubbell, Kuhn and Malenoski (2007) stress the importance of effort as the biggest factor in achievement. Marzano, Pickering, and Pollock (2001) note that many students do not realize the importance in effort or believe in effort. Through the use of positive reinforcement and recognition, we can influence how students comprehend and feel about prior and new material. Once a student starts to achieve success and starts to believe in his or her ability, the student will continue to apply himself or herself towards the learning task. This leads to the process that Pitler, Hubbel, Kuhn, and Malenoski (2007) said “students need consistent and systematic exposure to teaching strategies in order to really grasp the impact that effort can have on their achievement.” (p.159). To successfully engage students using this strategy, an educator has to understand how students learn and have a plan to encounter any negative behavior.
The second learning theory covers homework and practice. Marzano, Pickering, and Pollock (2001) mention six key factors when it comes to assigning homework and practice.
1. The amount of homework assigned to students should be different from elementary to high school.
2. Parental involvement should be kept to a minimum.
3. The purpose of homework should be clearly identified and articulated.
4. If homework is assigned, it should be commented on.
5. Mastering a skill or a process requires focused practice.
6. While practicing, students should adapt and shape what they have learned.
The use of homework and practice should have a clear purpose of what the teacher expects, along with providing multiple approaches. Pitler, Hubbel, Kuhn, and Malenoski (2007) mention that homework and practice allow students the opportunity to review and apply the skills they have learned. It also deepens understanding of content, along with making their skills more proficient. The more exposure students have on assignments, the better they will remember the skills needed for future assignments and tasks. A couple of websites that reflect on behaviorism strategies are http://www.softschools.com/, www.math-play.com/ and http://coolmath-games.com/. They provide students with interactive games to practice and reinforce learning for students.

Marzano,R.J., Pickering, D.J, Pollock, J.E. (2001) Classroom instruction that works.
ASCD. Alexandria, VA: ASCD
McMahon, (2009). 21st Century technology in the classroom. Retrieved 05/08/2011, from http://21stcenturytechnologyclassroom.blogspot.com/2009/07/behaviorism-in-classroom.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Standridge, M., (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 05/07/2011, from http://projectis.coe.edu/epltt/