Behaviorism deals with how students react to reinforcement and consequences within the classroom. Behavior must be managed for effective learning to take place. Technology can be integrated into all activities, including reinforcing effort and homework, to increase engagement and oftentimes improve behavior.
"Effort is the most important factor in achievement" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). Teachers need to take the time to help students understand the importance of putting forth their best effort into each classroom activity. One of the best ways to create this understanding is to teach the students to keep track of their effort and achievement for a period of time. When the students improve their effort and are able to see an increase in their achievement as a result of this, they are being positively reinforced. Students take more responsibility for their successes and failures.
Homework is an opportunity to provide extra practice and support for a skill the student has already been taught. A homework policy must be established within the behavior plan. There must be rewards for completing all homework and doing it well along with consequences for not choosing to complete the homework or doing it poorly. Homework must have a clear purpose and not simply be busy work (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The following website discusses the necessity of homework and how to make assignments purposeful.
When Homework Becomes Busy Work
Reinforcing effort and having a homework policy correlates directly with behaviorism. Through instruction, effort can be understood and enhanced by the students. Both effort and homework will create responsibility within the students which will improve the overall attitude and behavior within a classroom.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Hello Allison H,
ReplyDeleteI do agree with you when you say that there are rules that need to take place before giving out homework or any other activity in the classroom. Let me ask you this question. Is our classroom or teachings having too many rewards? At your job does your principal coming up to you every day and saying how wonderful you are doing and give you a prize for doing it? Are we setting up our students to be let down when the time comes when someone does not reward them for doing well?
James,
ReplyDeleteI also ask the question, "Are we giving too many rewards?" I think there needs to be a balance between intrinsic and extrinsic rewards. For example, some might see a grade as an extrinsic reward but I view a grade as an intrinsic reward because many students do not care if they receive an unacceptable grade. The homework policy I use is that the students get 4 points for turning in each homework assignment. There points are also based on the percent they get correct. If they do not complete a homework assignment, they must stay in during recess to complete the assignment but they can only receive half credit. Therefore, their homework grade at the end of each marking period is the reward and staying in for recess and receiving half credit is the consequence.
Allison
Hi Allison and James,
ReplyDeleteThis is an important discussion, and I am glad to see it taking place. I like focusing on the positive, but there does have to be a balance. If a child misbehaves because they want attention and you ignore them, isn't that a type of negative reinforcement?
As frustrating as it may be, we do live in a world where grades matter, and if a student fails because they don't turn in their work, isn't that a form of punishment?
I think we make a mistake when we ignore the importance of these basic concepts of behavior modification. On the other hand, I also think that we make a mistake when this becomes the focus of our pedagogy.
I tell my students that my number one goal is to teach -- not to punish, nor to reward. Then I try to help them understand their responsibility in their education.