EDUC 6711--Walden University--Week 2 Application--Behaviorism in Practice

          It has been very refreshing to begin this course by reviewing not only instructional strategies, but also learning theories.  While I was exposed to a variety of these tactics during my undergraduate research, it is nice to be given the opportunity to take a look at them from a different angle.  As a teacher, with 6 years of experience I can know compare my own experiences with the strategies discussed in the resources from this week.  Furthermore, I have been able to examine these same tactics and their ability to correlate with the integration of technology into my own classroom setting. 

          This week featured two key instructional strategies, reinforcing effort and homework and practice.  Currently I use both of these strategies as an educator.  However, it has been awhile since I actually evaluated the effectiveness of these strategies.  My favorite of the two would have to be reinforcing effort.  This strategy emphasizes the correlation between success and personal effort; which I personally hold near and dear to my heart as I am fully aware of the success that may ensue given the right amount of effort.

          As a Kindergarten teacher I constantly am reinforcing the effort of my children which in turn gives them the confidence to keep trying even when they are not successful.  On a daily basis I inform my children that I am only expecting their best; so if they do their best and still are unable to read a certain word, write a simple sentence, or even complete an assignment in a given amount of time, that’s “ok” with me as long as they did their best.  The last thing I would want at this delicate age of development would be to discourage any of my children from trying simply based on the fear of failure. 

          In fact, this specific instructional strategy correlates very well with the behaviorist learning theory.  According to Smith (1999), positive reinforcement is a key when attempting to implement a behaviorist approach due in part to the ability for a teacher to control environmental stimuli when using this strategy.  In other words, what one learns can be highly determined by the reaction of others.  If a child receives reinforcement in regards to the effort that he or she has puts forth, then the likelihood for that effort to be repeated is greater.

          The second instructional strategy featured in the resources this week was homework and practice.  When I was a 5^th grade teacher I distributed greater amounts of homework than I do now as a Kindergarten teacher.  However, I still give my students plenty of time to practice new skills.  This practice time may not always be directly incorporated at home, but is definitely encouraged.  At this age it is hard to find that line between how much time should be used to practice skills at home and the amount of time that is developmentally appropriate.  In other words, some children are simply not developmentally ready to take on such responsibilities at home.

          However, I have found that they are capable of taking on these responsibilities when given in small, manageable quantities.  Furthermore, when I do use homework I find myself using the behaviorist theory to encourage active participation and eliminate the act of not completing the work.  This is done by either providing positive reinforcement for those who return their work or some form of punishment, such as staying in at recess for those who do not complete their homework. 

          In regards to technology, I use many Web Resources to help reinforce learning.  Furthermore, I believe that these resources seem to follow the expectations of the behavioristic approach to learning.  For example, I may use games, interactive stimulations, and other forms of multimedia which in turn help shape learning by either rewarding appropriate behaviors or providing a means for the extinction of unwanted behaviors.  All of these tools provide children with additional practice which reinforces the primary learning within the classroom environment (Pitler, Hubbell, Kuhn, & Malenoski, 2007). 

          Ultimately, it seems as if behaviorism definitely has a place within my classroom.  While I do not rely solely on this theory, I do find myself using it during a variety of experiences.  I think it is important to provide children with an environment that sets them up for success.  The behaviorist learning theory can help educators to not only achieve learning within their classroom, but also achieve the development of appropriate life skills within their students.

          If the previous information is still a little fuzzy, please feel free to visit this wonderfully informative site: http://www.education.com/reference/article/behaviorism/ (Daly, 2011).  It may help you to develop your own consensus regarding the use of behaviorism in the classroom.  After all, we are all individuals with different perspectives and outlooks.  It definitely helps to have more than one resource. 

References

Daly, E.  (2011).  Behviorism.  Education.com.  Retrieved from http://www.education.com/reference/article/behaviorism/

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm