Behaviorism and the idea of influencing behavior in classrooms has existed for some time now. However, in 2010, the role of the teacher in impacting the learning and actions of his or her students has many layers to it. With multiple factors pulling at a student's attention, the mark of an effective teacher is establishing clear and concise guidelines within a lesson. Failure to do so, may result in unwanted behavior. A word of caution that I have been reminded of by numerous experienced teachers is to ensure you are prepared and have clear expectations of students, for that will cut down on classroom issues and unwanted behavior. In looking at this week's resources, certain instructional strategies aim to sway student behavior so that learning may occur:
Homework and Practice
Continuous exposure to content and ideas are one part of a student's learning process (Laureate Education, 2010). Especially for my current 10th grade courses, which the students must pass a New York State Regents exam on 2 years worth of material, homework is essential for them to stay on top of what is being discussed in class. "While practicing, students should adapt and shape what they have learned " (Pitler, Hubbel, Kuhn, & Malenoski, 2007) is a critical idea to understand regarding homework. If students cannot expand, branch out and connect with what they are currently learning with that of what they have already learned, the goal of instituting homework has failed. "Technology facilitates homework and practice by providing a wealth of resources" (Pitler, Hubbel, Kuhn, & Malenoski, 2007). An example of this would be the software program Castle Island and how students can answer questions and receive scores on questions that will show up on the NYS Regents throughout the year.
Reinforcing Effort
Students are continuously looking to see what teachers deem appropriate and inappropriate behavior, especially during the first few months of the school year. " The instructional strategy of reinforcing effort enhances students' understand of the relationship between effort and achievement"(Pitler, Hubbel, Kuhn, & Malenoski, 2007) Whether it be in class discussion, formal assessments (exams or essays), giving clear feedback to students will ensure that they understand what is expected and not expected of them. Various techniques that I use in my daily teachings to reinforce effort is a daily checklist of student participation, seat near the front in our "Class Recliner" and candy at times. Since our school has experienced a growing issue with students arriving late to class, it has implemented a "Zero tolerance" rule to try and curb this behavior.
Summary
Behaviorist learning theory is an idea that requires experience in dealing with what works and what doesn't work in an effort to establish clear student guidelines. There needs to be a plan in place for those who cannot follow the classroom structure and procedures. Conversely, those who do follow the classroom procedures must be rewarded accordingly.
References
Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This may be a bit ingenuous, but what is the policy for homework at your school or in your district in general. I am curious in light of the high stakes tests that the regents appear to be. I have always vacillated on homework in terms of value vs. negative impact on the students. I believe that additional practice and independent exploration are important to student growth. I have also wound up trying to work around home situations that are not at all conducive to even a bare minimum amount of homework.
ReplyDeleteOur middle school has gone from grading homework both in terms of having turned in on time and in terms of the quality of work produced to assigning the homework, but not grading it, to now grading it only to the extent that it has been returned completed regardless of the responses. It is a confusing situation to say the least. I think that your comment about how having clear expectations of students helps to reduce behavioral issues has an application here as well in that having clear expectations of the purpose and value of homework must be in place as well.
Juan Lavalle-Rivera
You are so right! Along with having clear reinforcement when students have done an activity you must also have a clear plan for what the students need to do. Too often I see teachers get upset when a student is not doing what they want. But when the student is asked what they were supposed to be doing they do not have a clear understanding of what was expected. Students need various means to help them understand. Whether it is posters, graphic organizers, or even role play. They need to be told numerous times what they need to do. This works with behavior and with school work.
ReplyDeleteJuan:
ReplyDeleteHomework is about 10-15% of a student's marking period rade. It fluctuates between teachers, but does not waver from that range. I allow students t hand in late HW, but it only counts as a 70 for each assignment. Other assignments like current events, essays etc I dock points on a case by case basis.