Blog Entry Week Two
Description
The focus this week in EDAT 6114 was on behavioral and social theories of
learning. Slavin (2018) defines learning as the “acquisition of abilities that
are not innate” (p. 116). Our students learn from the experiences they have in
our classrooms, and we often use behavioral and social theories in order to
teach them how to behave at school. This chapter reviewed how those theories
have shaped education and learning into what they are today.
Analysis
Slavin (2018) says that learning can
happen in many different ways, and can be both intentional and unintentional
(p. 98). When students are sitting in class or researching a topic, it is
intentional learning. However, when a child has a reaction to something or
learns from an experience, it is unintentional learning. Slavin (2018) explains
that the struggle of teaching is not helping your students learn, but helping
them learn specific “information, skills, and concepts that will be useful in their
lives” (p. 98). In order to make sure that our students learn the things we
want and need to teach them, they must be exposed to the correct stimuli and
conditions (Slavin, 2018, p. 98).
Slavin
(2018) discusses two behavioral learning theories, or theories on how people
and animals learn (p. 98). The first of these theories is Pavlov’s classical
conditioning theory. This theory refers to the relationship between a
learned signal and an involuntary behavior. Pavlov conducted his study with
dogs. After presenting dogs with meat and ringing a bell simultaneously, Pavlov
found that the meat no longer had to be present to trigger salivation (Slavin,
2012). The second theory is that of B.F. Skinner. His theory, operant
conditioning, focuses on "the use of pleasant and unpleasant consequences
to change behavior" (Slavin, 2012, p. 97). Skinner found that during his
research, the animals he observed adjusted their behavior in order to receive a
reward. An example of this was a button that released food pellets into rat's
cages. After pressing the button on accident and realizing that the result was
food, the rats began pushing the button on purpose (Slavin, 2012).
Behavioral
learning depends heavily on consequences. Consequences can be positive
(reinforcers) or negative (punishers). Behavioral learning theory says that if
the consequences are positive, the subject will engage in that specific
behavior more often, and if the consequences are negative, the subject will
behave in that specific manner less frequently (Slavin, 2018, p. 101). In
schools, types of reinforcers may be different from those at home or in the
workplace. Typically, positive reinforcers in schools are things such as
grades, praise, and stickers or other small prizes. Reinforcers can also be intrinsic
or extrinsic. Intrinsic reinforcers are things that someone does just for the
enjoyment of it, while extrinsic reinforcers are rewards given to people to
motivate them to engage in a behavior they normally wouldn’t (Slavin, 2018, p.
103). Slavin (2018) says that the teachers needs to find a balance and be
careful not to reward children for doing something they would have done on
their own, because this can result in their reservation to engage in a behavior
without being rewarded in the future (p. 103). Slavin (2018) gives three
guidelines when it comes to using reinforcement in the classroom: reinforce
desired behaviors when they occur, explain why you are reinforcing desired
behaviors, and reinforce appropriate behaviors immediately after they occur (p.
102).
Slavin
(2018) also discusses the ideas of shaping and extinction. Shaping is when a
teacher guides their “students toward goals by reinforcing the many steps that
lead to success” (Slavin, 2018, p. 107). An example of this would be teaching
the students the writing process in steps rather than as one concept in its
entirety. You would reward the student after each process of the writing
process, so that they would learn each step that goes into the whole goal.
Extinction is the act of taking away reinforcers to eliminate a behavior
(Slavin, 2018, p. 107). An example of this would be ignoring a child who is
calling out until they raise their hand. They would realize that they would
only be able to speak once they have raised their hand, and the calling out
behavior would cease to exist. Slavin (2018) says that “Behavioral learning
theories are central to the application of educational psychology in classroom
management, discipline, motivation, instructional models, and other areas” (p.
118).
Reflection
As I was reading through this
chapter and the discussion posts of my peers, I was surprised to see how often
we use these behavioral learning theories in the school setting. I personally
use both Skinner and Pavolv’s approaches in my classroom, and I find that it
works quite well with my students. However, I have encountered cases where
these theories did not help. I agree with Slavin that consequences are make or
break. It is so important that we choose our consequences and timing carefully
as to not ruin the intrinsic motivation present in our students. If there is a
student who loves to read, but then finds out that they will get a reward for
every book they red, they are no longer going to be motivated by their love of
reading, but the prize waiting for them at the end of the book.
Reflecting on Slavin’s three
guidelines, I believe that these should be something every teacher follows in
the first few days of school. The first guideline is to decide what behaviors
you want to see from your students, and then reinforce the behavior as it
occurs. This would be helpful on the first day when the teacher sets their
expectations and reviews the rules. This is the first chance for the teacher to
reward positive behaviors, even with simple reinforcers like praise. The second
guideline is to explain why the behavior is being reinforced. It is important
for students to know why they are being rewarded, and how they can continue to
receive the positive reinforcers. The final suggestion was to reinforce behaviors
immediately after they occur. This is so important because the student needs to
know exactly why they are being rewarded and what behavior they are being
rewarded for. All three of these guidelines would work very well in
establishing routines and procedures in the first few days and weeks of school.
As far as punishments go, it’s
essential that they aren’t so harsh that students learn to dislike school or
feel as though they cannot get back into their teacher’s good graces. It is a
delicate balance, and certain students may need to be treated differently than
others. The takeaway is that all students are different and their motivators
are going to be different as well. Teachers must get to know their students well
in order to properly motivate and reward them, and ensure that they make school
as positive of an experience as possible.
Reference
Slavin, R. E. (2018). Educational
psychology: Theory and practice (12th ed.). Boston, MA: Pearson Education.
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