There are a large number of instructional strategies that teachers can use in the classroom with their students. All or many of these strategies rely on reinforcers to allow students to be successful. The level and type of reinforcer can be very different for each student and each strategy.
Reinforcing effort was one of the instructional strategies that we learned about this week. “Effort is the most important factor in achievement” (Pitler, Hubbell, Kuhn, Malenoski, 2007). Constantly, teachers are telling students to work their hardest and do their best on all of their assignments. In order for students to continuously do their best and put forth their greatest effort, they need reinforcement from their teachers, classmates, and/or family. This reinforcement can come in a variety of forms, from praising the student, to a good note home, or any other kind of reward. When a student receives this reinforcement, they know that they are doing a great job and will continue to put forth the effort that they need to in order to succeed in the classroom. On the other side of things, if a student is not receiving the reinforcement they would like, they know that they are not putting forth their best effort. Therefore, they will work harder to receive the reinforcement that they are looking for. Another way to reinforce the student’s effort is to track it electronically in a spreadsheet or data program. Students can follow the progress that they are making according to the effort that they are demonstrating in class and at home. Seeing the effort that they exhibit in class and the progress that they are making will motivate that particular student to keep working hard and trying their best.
Homework and practice was the other instructional strategy that we learned about this week. Every year, there are some students that do not bring their homework in much of the time, while other students work hard on their homework and always bring it in on time. Homework is important, as it “deepens their understanding of the content and gain proficiency with their skills” (Pitler, Hubbell, Kuhn, Malenoski, 2007). Usually the homework that I assign to my students reviews the math or spelling concept that we have learned that day. Also, my students have an assigned amount of time that they need to read a book of their choice each night, in order to strengthen their reading skills.
Normally, homework is checked, possibly reviewed in class and then forgotten. Technology can take homework and practice to a new level that will make it more meaningful. Keeping track of homework results on a spreadsheet will help the students’ view as to why they are or are not progressing in the concept and in class. Depending on how the data sheet is set up by the teacher, it can show where the student needs to spend more time studying and working to improve their grades in class. Also, with students today, it is very rare if they do not have access to a computer at home. Therefore, homework can be done or accessed on the computer. This option widens what can be done for homework. It allows the teacher to assign research projects, drill and practice sites to visit dealing with a variety of concepts, and so much more. Having access to technology is also great for the parents, as many teachers post the homework for the night or week on their websites, in order for parents or students to look ahead at what they will be doing or to remind themselves as to what they are to do that night for homework. Therefore, there is no excuse as to why they cannot get their homework finished.
Instructional strategies and behaviorism do go hand in hand, I believe. Whether a teacher realizes it or not, they are reinforcing a student’s behavior by the grades they give, or possibly even the tone of voice that they use with that student. Many technological programs can be used within the classroom to help the students put forth their best effort and succeed in school.
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
You mentioned positive reinforcement and we do have ways to acknowledge or praise our students. That is a good thing and is positive for the student. However, I would pose the idea that our negative reinforcement has the same effect.
ReplyDeleteUnfortunately, some students have (and remember behaviorism theory) realized they get attention by doing bad or wrong.
A student of mine made me come to this assertion this year. I made a conscious effort not to acknowledge his off-task behavior and praised and thanked the students around him for their on-task behavior.
Each day he became more and more defiant. I think this is because of the way he has always got attention. Not giving him any made him acted out more... By Wednesday or Thursday I started to notice subtle changes for the good. To where Friday, he was doing what was right. I was just amazed!!!
Unfortunately, the weekend came and when he returned it was back to step one. I say all of that to say this. Behaviorism can work to modify behavior. How long it takes??? I have no clue... Students are looking for attention~good or bad. As teachers, we must try are hardest (and t is very hard sometimes) to focus solely on positives and ignore the negatives. I was shocked how my little test in the classroom with my off-task behavior student.