Behaviorist Strategies in the Classroom

Many classroom strategies incorporate the principles of behaviorism. The two highlighted in this week’s resources, “reinforcing effort” and “homework and practice” exemplify the ideals of behaviorist learning theorists such as Watson and Skinner.

Reinforcement is just one principle associated with behaviorist theory. According to Dr. Orey, reinforcement is actually the primary tenet of behaviorism (Laureate Education, 2009). The strategy of reinforcing effort aims to change the way students perceive the relationship between effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007). A 5^th grade teacher utilized this technique in her classroom. She asked her students to fill out rubrics that would assess the effort they put forth each day during a particular unit. She had them format a spreadsheet that, once they entered each assessment grade, would depict the relationship between each student’s perceived effort and the grades they earned. By providing feedback and demonstrating that in fact, effort and achievement are in direct correlation, this teacher changed her students’ behaviors: their thinking. Another way “reinforcing effort” promotes behaviorist theories is by way of observational learning. Seeing their peers achieving success through maximum effort will influence student behavior as well (Orey, 2001).

A second strategy that relates to behaviorism is “homework and practice.” Smith (1999) contends that one of the four key principles of this theory is the notion that repetition is essential for student learning. Elaborating further, he reiterates, “Skills are not acquired without frequent practice,” (p. 1). Homework offers learners the opportunity to hone the skills addressed in school that day. An integral piece of homework, as noted by Magliaro, Lockee and Burton (2005), is the correction of this independent work by teachers. This ensures “correct interpretation and application of the targeted content (p. 45). To incorporate technology with this strategy, teachers could assign homework of online games that reinforce the day’s concepts. Not only are internet games motivating for students, but also the plethora of activities available makes it easy for teachers to find one that relates specifically to the topics they want students to practice.

Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory. Baltimore: Author.

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, M.K. (1999). The behaviourist orientation to learning, the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm