Utilizing Behaviorism and Technology in the Elementary Classroom

 

Introduction:

 

In the vast area of education, various theories and methods affect the way teachers approach instruction. One such theory is behaviorism. As Dr. Michael Orey points out “Behaviorism is the red headed stepchild of all the learning theories” ( Walden University, 2015). It is believed to be less popular as focuses on behaviors and their correlation to learning outcomes. In this blog, we will discuss how the theory of behaviorism can be applied to the classroom in a positive manner, contrary to its negative rapport.  Not only can operant Conditioning as referred to by Dr.Orey can be a powerful tool in helping to curb avoidant and disruptive behavior but it can also assist with student learning through adaptive tech. I believe this can be done in the following ways.

 Elementary Education calls for Expectations:

 Arguably the best tool in classroom management is prevention. Teachers should start each day with an actionable plan to set students on the right path. Some utilize preset digital PowerPoint presentations for morning meetings. Our school utilizes a digital template by a social emotional wellness company called Second Step, others review expectations as students sing or stomp them out in a rote kinesthetic chant. Regardless of the method.  Implementing a system of rules and consequences, while ensuring students understand the outcomes of their actions is paramount.  Teachers should name the positive behaviors that they expect to see.

Aim the course to reinforce…

As Dr.Orey states in the video “Behaviorist Learning Theory “Reinforcement is more powerful than punishment” (Walden, 2015).

Positive reinforcement is the most integral facet of behaviorism in the elementary classroom. Even simply verbally acknowledging the positive behavior right away will yield more desired behavior and ultimately lead to more self confidence in students.  In the text,” Emerging perspectives on learning teaching and technology pg.67 we find Dr. Orey highlights the idea that “positive feedback enhances motivation, while negative feedback that emphasizes deficiencies will lower the self-efficacy of learners” (Orey, 2010 ).

 Teachers should use a variety of reinforcements, such as verbal praise, but also digital rewards that cater to both students and family’s diverse student preferences. Such programs as Class Dojo allow students and families to receive specific feedback about their daily behavior, completing tasks and progress towards goals. This program has had great success around positively increasing student outcomes.

 

Consistency and Predictability are key:

In order to drive positive and efficient learning outcomes, consistency must reign supreme. Establishing routines and sustaining a predictable classroom where students are aware of what’s next. Predictability helps students maintain a sense of security, letting them focus on tasks and goals rather than uncertainty. The science behind the idea of consistency is presented in Orey pg 272 as he presents a graphic of “classical conditioning” via Pavlov’s bell. Through operant conditioning the animals learn what to expect every time they hear the bell and react accordingly. (Orey,2010)

 

Modelling is King:

“Modeling is also known as observational learning. Albert Bandura has suggested that modeling is the basis for a variety of child behavior. Children acquire many favorable and unfavorable responses by observing those around them” (Orey, 2010). Teachers should display the desired behavior or skills for students. Modeling provides a standard and example. In addition to the teacher themselves modeling behavior or skills technology can be utilized for this purpose as well through tutorial programs such as DoodleMath which is known to “celebrate consistency over correctness” (Doodlemath, n.d) or adaptive learning programs such as I-ready for reading and math.  

However, keep the end goal in mind. Modeling and the use of technology should encourage students to use the same structure to do their own thinking. In an article entitled, Theres no app for good teaching teachers are cautioned against utilizing tech “to make learning easy… Use technology to nudge students away from looking for confirmation for what they already know. Instead, challenge them” (Morehead,2014).

Feedback on track:

 According to ISTE standards for educators 2.7  “Educators understand and use data to drive their instruction and support students in achieving their learning goals.” (ISTE,2016)    As teachers cultivate and assess student data there are a variety of adaptive technological ways to do so based out of the doctrine of behaviorism. Many schools use these in the forms of formative assessments such as Dibels and Iready. These programs change the level of assessment based off of student performance and then provide analytic data for educators. Teachers can then use this data to drive in person instruction but also tailor digital instruction with interactive product-based programs such as Seesaw, or abcmouse.com where specific lessons can be assigned and teachers can give digital prizes and feedback

In Conclusion:

Behaviorism offers insight for creating a positive learning environment that is managed well and also engaging for students. Implementing digital tools can help to set expectations, manage behavior, as well as track and drive data. By incorporating behaviorist theories into teaching practices, we can establish a positive learning atmosphere while also balancing  structure,  consistency, reinforcement, and clear communication. When we incorporate technology we also create a powerful model for students that extends into the digital world. The ISTE for students states, “Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model digital citizenship in ways that are safe, legal and ethical.”(ISTE,2016) We as educators  can benefit from the power of behaviorism to inspire students, encourage positive behaviors, and promote a love for learning that extends beyond the classroom.

 

              

References

               DoodleMath US. (n.d.). DoodleLearning. https://doodlelearning.com/us/math-app

 

International Society for Technology in Education (ISTE). (2016b). Standards for teachers. Links to an external site. Retrieved from https://www.iste.org/standards/for-educators 

 

International Society for Technology in Education (ISTE). (2016a)/(2016b). Standards for students/teachers Links to an external site. Retrieved from https://www.iste.org/standards/iste-standards-for-students

 

 

           Moorehead, L. (2014, September 3). There’s no app for good teaching. Ideas.ted.com.

 https://ideas.ted.com/theres-no-app-for-good-teaching/

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Links to an external site. Retrieved from https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf 

 

Walden University, LLC. (Producer). (2015a). Behaviorist learning theory [Video file]. Baltimore, MD: Author.