In this week’s learning resources Dr. Orey discusses how behaviorism revolves operant conditioning. Operant Conditioning has 2 important mechanisms, reinforcement and punishment. Using these mechanisms in the class room to control desirable and undesirable conditions can be effective if you use positive reinforcement has the main mechanism. “The more powerful of the two mechanisms is positive reinforcement.” (Orey, 2008) I use Operant Conditioning every day at the beginning of class. My students line up outside my room, they know when they are quiet I’ll let them in. They now to come in quietly, log into their computer and start the do now assignment on the board. I use positive reinforcement by thanking them for lining up appropriately and remaining quiet and on task during the do now assignment. By focusing on the students that are doing what they are supposed to, rather than on the students who are off task or misbehaving, I allow positive reinforcement to be the main mechanism to acquire the desired behavior.
Another way to use behaviorism is through the use of behavior contracts and daily behavior goals. An example of using positive reinforcement through the use of daily behavior goals would be to use an empty jar and add marbles to the jar when the desired behavior is attained. You can say when the jar is full you will receive your reward. I have heard of some that take marbles out, when there is an undeliverable behavior. However, by doing this you are putting the focus on the negative behavior which in the long run will be less effective.
Tutorials and Drill and Practice
Using tutorials and drill and practice programs can be very useful. Programmed instruction has demonstrated it’s effectiveness in the classroom when “the remediation activities are minimally incorporated.” (Orey, 2008) If teachers are able to incorporate these types of programs with other meaningful activities, this will greatly enhance the overall effectiveness of the programs.
Homework
“Homework and practice give students a chance to review and apply what they have learned.” (Pitler, Hubbell, Kuhn, Malenoski, 2007) This theory works when the home work that is given has meaning, is reviewed by the teacher the next day and ideally there should be a parent or guardian involved at home. I see more and more students not completing homework or a lack of effort when there isn’t an adult at home to oversee their assignments. Also this allows for multiple exposures to a concept which will deepn their understanding. “Typically students need about 24 practice sessions with a skill in order to achieve 80% competency.” (Pitler, Hubbell, Kuhn, Malenoski, 2007)
Technology & Behaviorism
The most interesting example of technology and behaviorism used in these week’s resources was the teacher that used Microsoft Excel to graph the correlation between effort and their grades. By doing this, she was able to show them graphically that their grades would improve as their effort increased.
When behaviorism and technology are used to stress the positives rather than the negatives, the likely hood of acquiring the desirable behavior will increase. If we can demonstrate our students that effort, is the key to success because it is the only variable that they can control, we should be able to achieve success in our classrooms.
Resources
Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Retrieved October 30, 2010 from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603750/Ch1_Excerpt.pdf.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
“Behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner” (Lever-Duffy & McDonald, 2008). Desired behaviors are reinforced and undesired behaviors are punished. I too use operant conditioning when I want my students to transition from my room to another part of the school. Today my students were completing a webquest as our introduction to the skeletal system. After we discussed how to complete the webquest and answered any student’s questions, students lined up at the door to go to the computer. My students have been conditioned to immediately get in line without talking and then once they step out into the hallway they are to walk in a single file line. Students walk like this every time they transition to another room, walk to and from the cafeteria, and walk to electives at the end of the day. Students also know that once they enter my classroom they are to immediately read the message on the Promethean Board and get out the necessary supplies and materials. When I enter the room I praise the students or the entire class for following the directions and starting our class out on a positive note.
ReplyDeleteI agree with your comment about students not completing homework when there is not an adult checking over their school work and making sure they are getting their homework done. My team allows students to come in early before homebase starts and work one on one with the teacher who assigned homework or just they can come to another teacher on the team if they just need a place and time to complete their homework. This has had a positive effect on student learning and fewer students are coming to class without their homework complete.
Having students keep track of their grades is a powerful tool. Students are instantaneously able to determine their current grade in the class. It also allows students to see the correlation between the amount of effort they put into the assignment or studying to the grade they earn. I have always had my students track their grades on paper because I do not have enough computers to have them create spreadsheets right there in my classroom. Hopefully within the next few years I will have more computers in my classroom and incorporate technology more in my everyday classroom.
References:
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Thanks for your comments!
ReplyDeletegetting students to complete their homework on time has always been an issue.
I like the way your team handles the homework dilemma. Sometimes just having a quiet place to work will do wonders.
A recommendation provided in the text, Using technology in classroom instruction that Works, states that teachers should have students track their effort and achievement. The student can then find relationships between the two, greater effort = greater success. I agree with your point that this strategy is very interesting. Teaching Science this activity will not only be a great way to show the relationship in effort for my students; but also, focus on data interpretation and effective use of graphs. While the text suggest that parent involvement should be kept to a minimum, the majority of students need an adult to help them focus on the task of homework and oversee that it is completed. While it would be wonderful if all student's were intrinsically motivated to do the work, it is just not practical. Providing school support for homework is a great idea, study hall or tutoring time within the school day can be very effective. In my district we have entirely too much content to cover to allow time in our daily schedule for such a class.
ReplyDeleteI think that's an excellent way to demonstrate the relationship between effort and achievement. As you stated, it also cover cross curricular activities as well. I understand that not all students will be self motivated to complete their homework, it is a constant battle. Do you have any suggestions on ways to motivate them?
ReplyDeleteAs crazy as it may sound, Karoake Revolution has been a huge success in our middle school. Our administration approved an hour of rewards every other week last year and during this time we recognized students with all work completed. One room was designated as the Karoake room and when used with the Promethean Board, instant fun. I was amazed at the participation and a huge self esteem booster. We all enjoyed the time, it did make a difference and didn't cost a dime.
ReplyDeleteI too believe that in helping students make the connecting between effort and success is very important within the classroom. Of course it is easier said than done, but if as teachers we can instill in them a work ethic (as mush a possible) and then have them realize that they are in control of their learning makes for a great environment within the classroom.
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