There are several strategies that apply to the principles of behavior.
When a student takes home outstanding work that was done in the classroom on a
given day, we as parents often praise them for a job well done and as a part of
reinforcement, their achievement is posted on the refrigerator for everyone in
the home to see and celebrate. This a good way of commonly identifying a
student based on personal accomplishment. Technology supports an approach to
take this identification to the next position. Inserting excellent student
achievement on the Internet initiates chances for acknowledgement from
classmates, peers, educators and family members from across the world.
Presenting a student a personalized document to honor high valued achievement
is a definite way to make the student feel acknowledged and stimulated for
further success (Pitler, Hubbell & Kuhn, 2012).
According to Behaviorists,
awards decide the possibility of the behavior replaying. Educating is actually
a quiet process. One learns as a reaction to the learning environment, not
automatically because of any particular psychological activity (Duffy &
McDonald, 2008). The strategies of reinforcing effort, providing recognition,
assigning homework and providing practice are all correlated to possibly what
is rightly known as operant conditioning. This is reinforcing what you desire
individuals to achieve again or avoiding or chastise what you desire
individuals to stop doing.
In conclusion, educating
by performance is to be complimented. Educating is aided when goals are
understandable. Those who hold to behaviorism in educating will mainly build
their actions by behavioral goals. Constant practice is essential for learning
to take place (Hartley, 1998).
References:
Hartley, J. (1998). Learning and
Studying. A research perspective, London:Routledge.
Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal
education.
Retrieved from http://www.infed.org/biblio/learning-behavourist.htm.
Lever-Duffy, J., &
McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA:
Pearson Education, Inc.
Pitler, H., Hubbell, E. R.,
& Kuhn, M. (2012). Using technology with classroom instruction that works
(2nd ed.). Alexandria,
VA: ASCD.
Michelle,
ReplyDeleteI agree in order for students to benefit from reinforcement, the acknowledgment must have multiple occurrences and from multiple sources, especially at home. Do you find that this reinforcement tends to have less of an effect on older students, rather than students in primary grades? I teach kindergarten through sixth grade. I find when dealing with behavior issues, reinforcement and punishment is a more successful strategy with my younger students than my sixth graders.
Miss R
Hi Miss R.:
ReplyDeleteI agree that reinforcements for students within the sixth grade is less effective than for students in Kindergarten. I have found that working with the parent(s) of the older students to be successful. The parent(s) may pull an Xbox, Ps3 or some desirable TV time to name a few that student(s)desires. Normally, this helps the student to see that teacher and parent(s) are working on the same team. This helps students to refocus on what is important while they are in class and the purpose of them being there.
Thanks for sharing and have a good week!
Michelle