For our second week’s application in the course Bridging Learning Theory, Instruction, and Technology, we were asked to correlate the instructional strategies given through our course resources to the theory of behaviorism.
Chapter 8 focuses on “Reinforcing Effort” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.155-164). Many of my students struggle with putting forth consistent effort during daily classroom activities. They often rely on assistance from others to keep them motivated and on task. In my classroom, I really focus on connecting effort with success. When students value their work, they are more likely to put forth consistent effort and achieve more as a result. Furthermore, thinking from the viewpoint of a behaviorist, students value the positive feedback they receive from their peers and teachers when they are showing appropriate effort in their daily work. They continue to seek that positive reinforcement as their effort grows in the classroom and at home.
The Spreadsheet Software displayed in Chapter 8 shows great potential for students who are unable to relate their behavior, effort, and grades. Not only does this allow students to enhance their self-monitoring skills, it also allows students to see what is expected of them in the classroom. This enables students to identify where they stand and what actions they need to perform in order to achieve desirable behaviors. As Hubbell, Kuhn, Malenoski, & Pitler (2007) suggest: “many attribute their success or failure to external factors” (p. 156). This type of spreadsheet holds each student accountable for their own behaviors and actions. Furthermore, many students are visual learners. The ability to create, chart, and then graph their individual effort would prove to be extremely beneficial for the students in the class. In the classroom, I could see how the students would continue to be motivated to put forth consistent effort as they graph their results. The positive reinforcement would be more individualized, which would allow students to incorporate self-monitoring skills with technology to build on 21st century skills.
Chapter 10 focuses on “Homework and Practice” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.187-201). Homework is an essential piece for students to continue to build on their knowledge and concepts learned throughout class. “According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008, p.19). In response to homework, students are more likely to complete homework when there are given set rules and expectations, in addition to consequences if homework is not completed. Furthermore, students will have a positive view on homework assignments if they are able to use a variety of technological resources to further develop their knowledge of the classroom instruction. The students will not only enjoy completing their homework, they will also receive positive feedback from the teacher, which will create a positive desire to complete homework assignments. The students could chart their completed homework assignments in addition to their test scores to see the connection between homework and final grades. This would continue to motivate students to complete their homework, as they are receiving a desirable response.
Behaviorism occurs within our classrooms on a daily basis, whether we believe it or not. As teachers, we consistently model appropriate behavior for our students. We create rules and procedures for students to follow so that they are aware of accepted behaviors and consequences for their behaviors. We reward positive behavior and actions, knowing that other students will pick up on these behaviors and follow accordingly. We provide our students with consequences so that they will learn right from wrong. In general, human beings seek positive responses, and we as educators demonstrate that on a daily basis.
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Students being consistant in effort is a task that most struggle with. It is through self-monitoring spreadsheets such as the one correlating effort with achievement that will help provide consistancy and immediate feedback. Providing feedback on homework falls on the teacher. But to provide feedback, the student must first do their homework. Providing rewards and such is great motivation. But, I have found that no matter what the reward, if the homework is rote remediation and not engaging and students don't have support or motivation from parents, it's not going to get done-I found this to be a little complicatedk! For one, my students are not allowed to miss recess for not doing homework, so, what do you do?
ReplyDeleteBut I do believe on some level, behaviorist theory will always be a part of the classroom learning setting.
Rebekah,
ReplyDeleteI agree that self-monitoring spreadsheets would definitely help to enhance the motivation and effort in students' performances. Although, many of my students are significantly below grade level and would struggle with completing these spreadsheets independently. Of course, I could assist the students and modify the spreadsheets so that the students would be able to understand them more easily, but I am not positive that the information would make sense to them even in the most simple of terms. I am not saying that I should not attempt it, I am just asking for any additional input you may have to help students of lower functioning abilities.
In the area of homework, it is difficult for students to look at the same type of homework assignment each and every night. Personally, as the teacher, it would make me bored and less motivated to provide adequate feedback if I am looking at the same thing over and over again. It is important to provide students with various avenues for them to apply new knowledge. You mentioned the support from parents as another deterant for not completing homework, and I cannot agree more. I currently teach at the elementary level, and the support from home will basically tell you if it will or will not get completed. In many cases, it is not the student's fault; they could always be more independent and self-motivated, but I do not feel like many first graders would put off playing outside to do their homework first unless they had parental motivation. It is difficult to determine appropriate consequences for these students, but as they progress through their schooling, I feel that they will understand the connection between completing homework and acheivement.
Hi Shannon,
ReplyDeleteParental support is really important in terms of student's learning. The students in my school mainly come from wealthy off families. They have jam packed extra-curricular activities after school. Sometimes they were already exhausted by the time they get home. Asking them to finish that day's homework is really impossible. I've tried contacting the parents and explain the situation and yet nothing has been done. This clearly shows that without the support of the parents, we front line teachers can't help the students much.
I've seen students rushing through homework before the end of school so that they won't need to worry about it after they got home from other activities that's planned. I really feel sorry for those kids. Most importantly, I don't think the homework itself has any effect for these students if they were rushing through it and doing it for the sake of having something to hand in the next day.
As for the spreadsheet to count effort. I think the theory itself is definitely sound. As you've put it in details, it helps students to self-monitor themselves. This does require a lot of self-motivation and self-discipline. As I was thinking how my students will react to these spreadsheet, I can foresee some of the students might benefit from it (those really hard working and motivated) however with my lower-achievers (especially those with low self-esteem and low motivation), I can't see this is going to work for them. because they'll take it as another 'homework' to be completed so that teachers will leave my back.
Are you going to use this spreadsheet with your students?
Sarah
Sarah,
ReplyDeleteThank you for your response. I can see how difficult it would be for your students to complete their homework after all of their extracurricular activities. I was really involved with sports as a child, and it was difficult at times to complete this work in time, but somehow I was always able to complete it. Although, I was fortunate to have supportive parents who would place a lot of focus on homework. Without my parents, I could see how it just would not get done because of all of the other activities with which I was involved. For our students, can we really give them consequences when their ins't the parental support? I just do not think that it is a large enough battle to fight at the elementary level.
In response to the spreadsheet, I wrote to Rebekah regarding my concerns for students with lower level cognitive skills. I agree that the spreadsheet idea would definitely help to motivate students, but I also feel that it would need to be adapted for each individual student (in my case, as I teach students with special needs) so that it would work at their developmental level. In the future, I do plan on using some type of self-monitoring spreadsheet system for my students, but like I mentioned, I will have to adapt it to fit the needs of my students.
Thanks,
Shannon