The Behaviorist Learning Theory and an Analysis of Instructional Strategies in the Language Arts Classroom

According to one principle of the behaviorist learning theory, “Reinforcement is the cardinal motivator” (Smith, 1999). Specifically, the reinforcement of student effort is an essential instructional strategy that demonstrates to students the connection between effort and success. As teachers, I would estimate that almost all of us talk to our students often about how they must work hard if they want to achieve their academic goals. However, despite our best efforts, our ‘pep’ talks may not be enough to motivate our students. Fortunately, there are technology resources available for us to prove the powerful relationship between effort and accomplishment. As discussed in Using Technology with Classroom Instruction that Works, teachers can utilize websites such as RubiStar and SurveyMonkey to create rubrics and surveys in order to collect data about the amount of effort put forth and academic success attained by past students. Ultimately, when shared with present students, these sites will “provide data you can use to encourage students to try hard and to underscore the connection between effort and achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 162). Because the behaviorist learning theory supports positive reinforcers, students would benefit from this data and from hearing true stories about previous students who enjoyed excellent high school careers, thanks to their dedication.

In addition to the reinforcement of effort that students may experience through the actions of their teachers, I believe that students have the ability to be powerful motivators for each other. As long as they have Internet access, students can use a variety of web sources to share their work with their classmates and with the world. Next, they can ask for feedback and constructive comments. For example, students in my 9th grade language arts class can create an alternate ending for Shakespeare’s Romeo and Juliet, film it, and upload their video onto TeacherTube. Or, they could write an alternate final scene complete with dialogue and post it onto their blogs at Blogger. Both activities support the behaviorist learning theory because they have the ability to influence students to possibly put forth more effort than normal, since their work will be on display and will be available for review by their peers. Furthermore, “learning is better when the learner is active rather than passive,” and both of these websites incorporate the completion of hands-on activities.

To continue, repetition is another instructional strategy that supports the behaviorist learning theory. A second principle includes the notion that “skills are not acquired without frequent practice” (Smith, 1999). Like many teachers, I use homework to give my students the practice they need to truly understand the material we cover in class each day. Because I teach language arts, most of the homework I assign my students includes reading and/or writing components. Students typically only need their assigned text and their notebooks in order to complete their homework, but sometimes they must access the Internet for research purposes or use a computer to type their work. However, when teaching information that must be practiced for total comprehension, such as grammar or literary devices, there is educational technology available for assistance. For example, websites such as EnglishGrammar 101, Study Island, and Grammar Bytes include drills, games, and quizzes designed to help students learn correct grammar and important terms. The authors of Using Technology withClassroom Instruction that Works state that “multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). Plenty of practice is a key aspect of students’ learning experiences and plays a crucial role in the behaviorist learning theory.

When incorporated successfully, the instructional strategies of reinforcement and repetition discussed above should be viewed as powerful evidence that the behaviorist learning theory is an effective component of education today.

References

Pitler, H., Hubbell, E. R., Kuhn, M., & Maleoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Smith, M. K. (1999) 'The behaviourist orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm, Last update: May 29, 2012.