What is learning and how can a teacher best effectuate it in the classroom according to behaviorism?
I feel I have applied behaviorism well in the classroom setting for several years now, though it is still a huge work in progress. In a religious education setting (among others) grades matter to students. My Preservice director once taught me, "Whoever does the work gets the learning." If I could push it a bit further I would restate by saying, "Whoever does the work gets the more desirable grade."
There are certain things on the students grade sheets that help to back up Skinner's pigeon project. Like Davidson's lesson plan for this week, I have found that rewarding the students in some way as they earn their A in the class helps to further their obedience, their desire, and their work ethic. For instance, I give them 15 points per scripture mastery that they pass off to either the class president, the VP, a parent, or myself for a total of 375 points toward their A grade. Also, to help motivate them to pass off all 25 scripture masteries, I give them a $2.00 Book of Mormon key chain (which seems to be a very coveted reward for whatever reason. It is a pretty cool looking key chain though.)
For some students, the grade is motivation enough to do what I ask of them. I was never very self-motivated as a high school student, however I have learned to be self-motivated in certain aspects of my life. It's always worth it if the reward is equal to the task.
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Marc-I find it interesting, for me personally, that when I'm put in a scenario like you've described I automatically go into "game" mode. Could I earn the prize? Do I have what it takes to complete these new demands required of me? I realize that this may be the difference between someone who is self-motivated and someone who really needs those rewards to become interested in the task at all.
ReplyDeleteI like your examples of using reinforcement. When I first started this week's readings I was feeling that there was too much manipulation involved. However, I have been seeing examples in the lesson plans of rewards being subtle and non-physical, like points towards a grade. I appreciate you sharing your experiences.
ReplyDeleteMarc
ReplyDeleteI like your liberal use of rewards in your classes. I have often made the use of positive reinforcement such as rewards, in the form of praise or more tangible substance like treats or privileges like learning games in computers, with both my own children as well as my students in my classes. I have often stated facetiously that "I'm a firm believer in bribes."
Hey Marc,
ReplyDeleteI liked your commentary on what is largely a behaviorist convention used liberally in our education systems... the reward of a good grade. The grade is simply a symbol, but can represent many different things to different people... and it's in this regard that I believe it's effectiveness can vary. Sometimes people figure out "the system" enough to get by and/or get the grade they want/need. I'm not saying this is wrong, but I would argue that when a student utilizes a deeper motivation, they have the potential to internalize and retain what is being taught in a much more profound way.
I think you're smart to use all different levels of stimuli to assist students with their various circumstances and changing motivations.