Behaviorism in Practice

The main principles of behaviorist theory are that actions indicate behavior and that behaviors can be learned and replaced, according to Orey (2001). The main ideas in the learning resources presented in this week's Walden University course in bridging learning theory, instruction, and technology are to support positive behaviors and redirect (or relearn) negative behaviors through the use of technology with students. By using some of the strategies outlined, we can implement "operant conditioning" in our students (Orey, 2008).

Pitler et al. (2007) define several methods to accomplish this task. The first of which is to help students understand the role of effort in their education. Effort is inextricably linked to behaviorism, as it is measurable and definable. The method described in the reading makes use of spreadsheet software to track effort in several different areas. Students use a self assessment rubric to fill out the chart accurately and then use the software to create a chart which graphs effort against success (in this case, scores). It is an interesting way to show students how to use the software effectively while demonstrating the importance of effort in the classroom. Truthfully, I'm not sure how I will modify this to be useful in the music classroom, but it certainly would be helpful for my students to have this type of data. The link to behaviorism is clear once the graph is displayed - put forth more effort, and your grade will increase proportionally.

The major disadvantage to a study such as the one described by Pitler et al. (2007) is that the data depends largely on the honesty of the individual in his or her self-assessment. I have many students who claim to practice their instruments daily, who also do not improve. Either their practice is ineffective, or they are not practicing as often as they claim. A phone call home usually reveals the latter to be the case. We need to remember to create a passion for learning (Orey, 2008) so that students will choose the behavior we want, which is to increase effort in the classroom and all areas of their lives.

-Stephen St. Georges

References

Laureate Education, Inc. (Producer). (2008). Behaviorist learning theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore : Orey.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.