Behaviorism in Practice

Behaviorism in Practice
As I read the text I began to see behaviorism as a sort of lens we can look through for many aspects of classroom interactions. Positive reinforcement will never go out of practice with me. Although behaviorism may sound like an inhuman conditioning process there is much to the theory that applies to today's digital learners with their diverse needs and levels of competency.

The projects discussed in "Reinforcing Effort" showed the behaviorist qualities of connecting effort with results, almost the way a prize (good grades) is offered for good behavior (studying and practicing) rather than for the learning itself. I don't mean to sound like I think that is a negative thing, but I see it being more applicable in math classes, and perhaps foreign language, than in other classes that require some synthesis or analysis of the material in order for it to become internalized. Of course the use of spreadsheets and data tracking is a very significant way to drive home the connection of effort and success, and technology makes it doable.

The multiple exposures advocated in "Homework and Practice" also sound like the drill and shaping of behaviorism. The instant feed back given with these programs is necessary with the behaviorist schema of repeated practice to solidify a routine. The required "focused practice" of behaviorism can be aided by the word processing applications of having research tools right at hand, as well as thesaurus, dictionary, and other tools that might lead leaners away from their focal point.

However, these methods were not generated to "train" students in a behaviorist manner, they are based on brain research findings that repetitions make information more easily accessible once the neural path has been established and strengthened. But elements of behaviorism can be seen in many unplanned aspects of a school day as we model, communicate expectations, provide practice and reward. The technology used for tutorials and individualized homework may have been created for remediation, but in the hands of a teacher who differentiates in her classroom, this technology is not limited to the drill and kill sequence people associate with behaviorism. Any tool is only as useful as its user allows it to be.

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