Behavioral Learning Theory

It seems as though many of today’s students require more education in appropriate behavioral and social skills. Behaviorists believe that when a behavior becomes unacceptable, it can be replaced with an acceptable behavior. Melissa Standridge has written that the key element to this theory of learning is the rewarded response. Many teachers use a reward system in their classrooms for behavior management. Yet, a number of behavioral problems seen in the classroom occur when students do not know the answers or understand what it is the teacher is talking about. These students think they are not as smart as some of the other students, and instead of “looking stupid”, they act out. These students do not realize that there is a correlation between the effort they put forth in their studies and their success in school. One instructional strategy that can benefit these students is Reinforcing Effort. According to authors Pitler, Hubbell, Kuhn, and Malenoski, this instructional strategy enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (p. 155). These authors state that technology makes it easier for students to track the effects of effort and facilitates immediate feedback (p. 156). They suggest creating a rubric that clearly presents what effort looks like. For example, on my rubric for my American Sign Language classes, I might include participation, voice off, watching all conversations, homework, etc. Using a spreadsheet like Microsoft Excel, the students would then take the categories of our rubric and put them on the spreadsheet so they could track how much effort they were putting into each category. At the end of three weeks, they would be able to tally the results, and compare them to their grades. The students would be able to clearly see the relationship between their effort and grades. This strategy could benefit students in two ways. First, it could help to replace undesired behaviors with desired behaviors. Second, it could demonstrate to students that when they apply themselves, they are rewarded with good grades and hopefully, self-confidence and self-esteem.

Another instructional strategy that behaviorist believe to be of importance is Homework and Practice. “Homework and practice give students a chance to review and apply what they have learned” (Pitler, p. 187). “Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency” (p. 188). Students can use technology, such as computers, to read on-line tutorials concerning the subject matter they had in class. There are also interactive games that students can play that give immediate feedback, to reinforce what the students are learning.

References

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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 o learning, teaching, and technology. Retrieved January I2, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism.