Behaviorist theory seems to be inherent in schools, whether purposefully or not. I think that behaviorist methods are great for classroom management because it correlates to real life. When people act inappropriately, they face consequences and so I think that consequences for inappropriate behavior in class make sense.
When it comes to academics, I think that behaviorism can be too black and white at times. In real life, how many questions have a "correct" or "incorrect" answer? When it comes to academic matters, I see in shades of gray. I think that with homework and practice work, the experience itself is what is valuable, not necessarily the outcome. I also don't think that students should be punished for not making academic progress. It creates shame about their abilities, and with the first graders I work with making school a positive place is priority #1 so that they can learn and feel comfortable. I prefer to assess students more informally and provide intervention in positive terms, rather than as a punishment for not meeting the standards. Young children generally like one on one time with the teacher and it makes intervention much more effective.
Also, I don't think that it's appropriate to single students out for good or bad academic behavior. Although my favorite way to reinforce good behavior is to compliment one child that is behaving, I think that the academic aspect is not in the child's control at that age, and therefore it isn't fair to reward or punish their performance. I always think of the child that doesn't meet standards because of a bad home life or limited English, and they will not make the standard no matter how hard they work. I don't think that it's fair for that child to never be able to get the rewards that other children get.
For those reading, I teach first grade at a Title I school with a 75% ESOL population. How is your view different based on the age and community that you teach to?
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I think you are right to suggest that behaviorism cannot be the single learning strategy employed in the classroom, but I also feel it is sometimes unfairly characterized. Many people think of the word "behavior" only in terms of discipline, whether we are naughty or nice, so they associate behaviorism in education only with classroom management. But in psychology, behavior is any observable action. Similarly, people too often associate the word "consequences" only with punishment. I think a primary purpose of schooling is to teach students the happy consequences of effort and excellence. This is why Pitler, Hubbell, Kuhn, & Malenoski's (2007)model for reinforcing effort using rubrics and spreadsheet software seems so promising. Rather than depending on "right or wrong" assessments, this model gives students the power to objectively analyze their own actions and what comes of them in order to inform their future decisions. Here, students are not lab rats, but scientists, discovering the true nature of their environment and their relationship with it.
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Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hi Sara,
ReplyDeleteYour discussion on behavior leaning theory really put it into perspective for me, and I was challenged this week coming up with how to discuss my feelings about it. I agree that “behaviorist methods are great for classroom management because it correlates to real life.” Furthermore, I agree with your statement that, “When people act inappropriately, they face consequences and so I think that consequences for inappropriate behavior in class make sense.” Consequently, these consequences are not necessarily negative and shameful for students. They are consequences for helping people get back on track, such as taking a break or even a deep breath to reconnect, and this relates to real life.
In terms of academics, I also feel that students should not be punished for lacking in making academic progress. At the middle school level, students are easily embarrassed, thus I do my best to establish a fair and respectful learning environment from the beginning, and base our communications with each other from a positive perspective where we help each other solve both academic and real life problems.