Behaviorism and the Classroom

Behaviorism is really about what we can see when we observe others.   Specifically in the classroom, behaviorism is about controlling or attempting to control discipline and learning.  Through positive and negative reinforcement, as well as punishments, teachers attempt to mold and guide students to the completion of wanted objectives.

There are many that believe behaviorism is an outdated concept.  They say trying to control achievement by bribing students is harming education.  And if it is simple bribery or coercion to get a desired result, let us say, passing a state exam, then those people would have a valid point.  But if someone were to really look at what teachers are doing, many of us are shaping or attempting to shape our students.  Last April I had the opportunity to visit the Ron Clark Academy.  I recommend reading about what Mr. Clark has accomplished, and if you can, visit his school.  While what he is doing is completely unrealistic for public school teachers (he acknowledges this), there are pieces that can be applied.  From what I observed, he used behaviorist theory in much of what he does, from reinforcement strategies to punishments for behaviors.  It works, and his results are pure evidence.  (I am sure he does not need my endorsement, but if you are interested, here is a link to his website:  Ron Clark Academy)

Instructional Strategies That Work

Two instructional strategies that are great examples of behaviorism in the classroom are reinforcing effort and homework and practice.  These strategies are about taking observable behavior, whether it is the effort put forth in the classroom or the training students receive to achieve mastery of material. 

Reinforcing effort is invaluable to a teacher, especially in circumstances where students are not receiving support outside of the classroom.  These students tend to not notice that results on an assignment or project are related to the effort put into it.  As it states in Using Technology with Classroom Instruction that Works, some students associate passing or failing with factors outside of effort such as gender, heredity, or race (Pittler, Hubbell, Kuhn & Malenoski, 2007).  Teachers must create that reference point, that piece inside of each student that shows that applying effort can lead to positive results.  Using spreadsheets or surveys, such as were suggested by Pittler et al, can create that observable and measurable piece that is behaviorism.  In my own school, the use of Survey Monkey has given a voice to the student body.  Where in the past students did not actively participate in the decision making process for fear of being ignored ("It's not like anybody listens to us anyway"), students now recognize there are others with similar ideas, interests, and concerns and that the only way to propogate change is to put their voices out to be heard. 

Homework and practice are necessary to promote student learning.  It sounds good to speak of project/problem-based learning to lead students to greater heights, and I would be remiss if I said homework and practice were enough.  Students cannot grow as effectively without practice as they can with it.  I do not understand why this is so difficult to understand for some people.  I know of administrators and even other teachers who say homework is on the way out.  Is it really?  It does not seem like we would apply such thinking to anything else, such as playing music.  The great musicians may one day no longer need practice, but to become great, surely they did not just sit around thinking critically about what makes great music.  That practice time was necessary.  I suppose it is truly about balance.  Giving homework just to give homework is worthless.  It must be purposeful, and that purpose must be known to students.  It has to be acknowledged and valued.  If we want to create life-long learners, students who can think for themselves, we cannot simply promote the critical thinking and large-scale projects.  Students need a toolbox of skills, and in order to master a skill, they must practice.  Without these skills, could they truly think critically?  Here is my favorite example from my own experience:  A colleague of mine, one that had 10 more years of experience, suggested that grammar practice was outdated and unnecessary.  "Just have students work with that stuff in their original writing pieces," she stated.  While I agree that nothing but grammar worksheets is a sign of poor teaching, how can you teach grammar to students that cannot create that original piece?  Yes, I could point out that a student wrote nothing but fragments and used incorrect punctuation, but how many pieces is this student going to be willing to create, especially if all I am doing is pointing out the mistakes in the writing.  Those practice pieces, especially now that educators have access to so much technology, allow the learning to take a step back from the personal to get in some learning that is focused specifically on skills.  Just think back on that paper your teacher handed back with all of those red marks.  It did not matter what the teacher wrote on the very last page.  All of those marks, crossed out pieces, and underlines overtook your mind and left you feeling like you simply were never going to get it.  Practice pieces, such as the ones offered at English Grammar 101, let students practice and get some reinforcement that shows their effort is paying off and that they are starting to develop the skills.  Homework, practice, and critical thinking should work in conjunction.