Behaviourism In The Classroom
Learning is the search for meaning and successful learning cannot be accomplished effectively without focusing on primary concepts. As each of us goes through our daily routine, we tend to forget how much time and effort it took in order for us to be able to achieve our everyday responsibilities. Sometimes we realize that we have taken the learning process for granted, but only when we are forced to learn something new in order to complete a difficult task. There are many different theories that attempt to describe the learning process. Within the spectrum of instructional control you will find behaviorism and constructivism placed on either end of the broad scope of instructional theories (Orlich & Harder, 2004). Constructivists argue that humans have the capability to learn naturally through a process of discovery and problem-solving, thus we can easily define constructivism as student initiated learning (Snowman & Biehler, 2003). Behavioral theories focus on observable behavior rather than underlying motivations and rely heavily on teacher initiated instruction (Eggen & Kauchak, (2001). In the following paragraphs we will focus on behaviorism and how it is applied to the classroom. Behaviorists assume that human behav
When applying the behavioral theory to classroom instruction there are various teaching models that an instructor can chose to adopt in order to successfully educate his or her students. Direct instruction, a widely used model in schools across the United States, is one form of a behaviorist theory model that is often referred to as “teacher-led” instruction (Orlich & Harder, 2004). The direct instruction method promotes a highly structured and scripted teaching method that focuses on a fast-paced learning environment where students and teachers are constantly interacting with one another (Snoman & Biehler, 2003). Direct instruction is a skills-oriented approach that emphasizes the use of a group that is led by face-to-face instruction from teachers and aides who have carefully planned lessons in which basic skills are broken down into small building blocks that are placed in specific order so that they may be presented effectively to each student (Carnine, 2000). This method is an effective tool when an instructor is trying to obtain and incorporate new information, extend and enhance understanding of basic skills, correct misconceptions, develop vocabulary, or support concept formation (Snowman & Biehler, 2003). If an educator decides to employ behaviorism theories in his or her classroom, it is imperative that the instruction method that is chosen is used correctly. There are several strengths to the direct instruction method and research has indicated that this method is an effective way to transfer skills across a broad range of learners and subject areas (Adams & Engelmann, 1996). A teacher who adopts the direct instruction method will find that they are able to deliver information to the entire class in a timely and efficient manner while simultaneously maintaining the center of focus on the instructor (Orlich & Harder, 2004). The teacher is also able to assess a student’s feedback quickly by asking for verbal responses from the class or giving a pre-test before presenting the lesson. Also, all students are allowed equal time on all classroo
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Ertmer Newby,
Orlich Harder,
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Ivan Pavlov’s,
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BF Skinner,
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harder 2004,
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desired behavior,
negative reinforcement,
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Approximate Word count = 1401
Approximate Pages = 6 (250 words per page double spaced)
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