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Using Behaviorism to Improve Teaching
Transcript of Using Behaviorism to Improve Teaching
After the conclusion of this presention, you will be able to describe how behavioral principles will benefit you the teacher through:
Promoting good behavior both in your classroom and within our schools.
Assisting you in helping your students learn
Assisting you and your students in assessing learning
The human mind is a “blank slate,” and learning involves a change in behavior brought about by environmental events.
The classroom environment is where student behavior is shaped.
Behaviorist techniques can benefit most learners, especially those students who:
have had limited academic success
exhibit little motivation
exhibit high levels of anxiety
possess high behavioral problems
Huitt (1996) suggests a behavioral approach to classroom management which focuses on:
establishing clear expectations for appropriate behavior
reinforcing appropriate behavior and redirecting inappropriate behavior
For YOU as the TEACHER:
Assist in selecting most effective teaching strategies
Easily communicated among teachers
For YOUR STUDENTS:
Clear guidelines an expectations for learning
Clear, concise goals for learning
Ability to assess individual learning
Behavior is encouraged through:
both positive and negative reinforcement
Both positive and negative reinforcement encourage behavior.
Punishment should be used to discourage bad behavior.
Reward students for positive behavior.
Praise, Computer time, Stickers
Have consequences for negative behavior.
Remove stickers, computer time
Present rewards for correct responses, turning in homework, etc.
Promoting Good Behavior in the Classroom
Promoting Teaching & Learning Using Behaviorism
Benefits of Instructional Objectives
Learning is more likely to occur when students have an opportunity to demonstrate the learned behavior
Academic content should be presented in a positive climate
Academic content should generate positive emotions
Students and teachers will equally be held accountable via positive and negative reinforcers.
Example: group contingency
Teachers will use a rubric at the beginning of the year to pre-assess implementation of behaviorist principles
Rubric will include criteria in the following four categories: "Accomplished," "Skilled," "Developing", and "Ineffective"
Teachers will reassess implementation at the end of the year.
If all teachers fall into the "Skilled" category, they will receive a day off of school in the following school year
Brualdi Timmins, A. C. (1998). Implementing performance assessment in the classroom.
Practical Assessment, Research & Evaluation, 6
(2). Retrieved July 7, 2014 from http://PAREonline.net/getvn.asp?v=6&n=2 .
Huitt, W. (1996). Classroom management: A behavioral approach.
Educational Psychology Interactive
. Valdosta, GA: Valdosta State University. Retrieved July 1, 2014 from http://www.edpsycinteractive.org/topics/manage/behmgt.html.
Ormrod, J.E. (2012).
. Upper Saddle River, NJ: Pearson.
Making the Case for Behaviorist Principles in Schools
You've met your first objective.
You may now proceed to the next objective.
You've met all of your learning objectives for this training session.
Assessing Student Learning
You've met your second learning objectives for this training session.
An instructional objective identifies:
a measurable and observable outcome
the conditions under which the behavior should be exhibited
criterion for judging acceptable performance
all of the above
Which of the following is a type of mastery learning?
PSI is a type of mastery learning.
Shapes student learning
Provides both positive and negative reinforcement
Demonstrates learning in an observable and measurable manner
But...Doesn't punishment lead to low self-esteem and/or promote a negative school climate?
Punishment may be the only way to modify some behaviors in some students.
Punishment often decreases behaviors very quickly.
Mild forms of punishment typically have little negative impact on a student's long-term emotional well-being.
In order to assess student learning, it is necessary to develop concise and easy to understand guidelines, with criteria that are observable and measureable (Brualdi Timmons, 1998).
These are known as instructional objectives.