Behavioral Learning Theories Applied

Behavioral Learning theories Applied Education is quite the central revolve about in our current society. As the economy advances, education becomes of greater importance and our students future is strongly capable on their educational opportunities. As many theorists have proven, there is no one way of teaching that targets an entire audience. Instead, every child has their feature unique learning elbow room that they respond best to. Any pedagogue that takes on the responsibility of teaching must familiarize themselves with the different approaches so they observe the No child left behind act and fill up their duty as a teacher.The many different approaches to learning allow Behavioral, Social Cognitive, Information Processing, Constructivist, and Brain-based. The manneral approach is concerned primarily with measureable and plain aspects of human carriage (Good & Brophy, 1990). Behavioral learning theories focus on the slipway in which pleasurable or unpleasant cons equences of behaviour change individuals air over time and ways in which individual model their demeanour on that of others (Slavin 2006). The emphasis is put on responses to experiences, especially reinforcement and punishment, as de confinesinants of learning and behavior.The 4 prominent behaviorist and key players in the phylogeny of the behaviorist possibleness, that I like to relate to, were Watson, Pavlov, Thorndike, and Skinner. Pavlovs main please was physiology but it was the authorized Conditioning theory that made him so famous. Classical Conditioning is a learning sour that occurs through neckties mingled with an environmental stimulus and a naturally occurring stimulus. Both Thorndike and Skinner- although differently expressed- delved into the formulation of operant Conditioning.Operant teach is a learning methodology that occurs through rewards and punishments for behavior. An association is made between a behavior and a consequence for that behavior throug h operant conditioning. Skinners theory of Operant conditioning basically explains how we acquire our range of learned behaviors that we exhibit. If an individuals behavior is warmly followed by pleasurable consequences, the individual will engage in that behavior more oft (Slavin, pg. 137). The relationship between the behavior and its consequences is what by and by a learned behavior becomes.Skinner mentions reinforcement, punishment, extinction and rewards as the mechanisms for his theory. any of these responses have a time and place where its effectiveness is at its peak. intentional our students, knowing ourselves, knowing the situation, and knowing what we want our offcome to be will help us determine which approach to use. As maintained by the above behaviorists, our behaviors change in accordance to the immediate reaction/consequence. These immediate reactions ar the secret weapon that teachers should master for optimal success in the schoolroom.A teacher finish obs erve and take none of the non-homogeneous responses her students respond best to. A teacher should constantly be intercommunicate herself What serves as a need or reinforcement for this situation student to do easily? Does the student utilize the Expectancy speculation? The theory of motivation is based upon the belief that peoples efforts to achieve await on their expectations of reward, or do they lean towards achievement motivation the angle of dip to strive for success and to choose goal oriented, success/failure activities? in that respect argon countless responses that can work to motivate our students.Although some students bet naturally enthusiastic about learning, many need that extra motivational factor to help them with their studies. Psychologists define motivation as an internal process that activates, guides, and maintains behavior over time (Murphy & Alexander, 2000 Pintrich, 2003 Schunk, 2000 Stipek, 2002. ) As a student, I was very much motivated to do e specially good work when I tangle the teacher doubted my capabilities. I practiced the quote I do it because I can, I can because I want to, I want to because you say I couldnt. That really pushed me to do well.It may have been a youthful but it worked for me. Personally, I had a hard time doing well to a lower place reinforcements be it negative or positive. The lack of consistency and the time overtake between the action and response never worked for me. If I were to utilize a token system or any other system (I. E. praise, charts and so forth. ) I would review the pros and cons very carefully. I feel that employing such methods carelessly can produce destructive results. Observing a second grade class, I noticed the teacher exercising very harsh consequences to eliminate behaviors.Indeed, her classroom was always spotless, and quiet. The student did not dare misbehave or not know their work for fear of punishment. Ultimately, these students lived in fear. They disliked the t eacher, they disliked learning, and whatever they did learn was just to avoid punishment. Were they motivated to behave? Indeed. They were afraid of the consequences. Was the melody an optimal learning environment? Most definitely not It was at that point that I understood that employing Behavioral Learning Theories do not always produce favorable results.When I was a short term substitute teacher, I had the opportunity to visit many classrooms over the full point of a few months. When I entered the classroom with an air about myself and garbed well, the students automatically received the initial dose of motivation to behave and to please. I then continue to hold their interest by teaching in an unconventional manner or in any way that they are unaccustomed to. Teaching unconventionally is fairly simple in one of the schools I substitute. The simplicity of the teaching style has not changed from 20 long time ago.The teachers use the same old text-books, they practice one teachi ng style fit all methodology, just one teacher for the entire class, etc. When I enter a class, I ask them to rearrange their chairs so they are sitting in a semi-circle or in groups depending on the lesson. As the lesson continues, I try to avoid giving extrinsic motivation unless I feel the absolute need. I try to make the existent lesson the incentive. I praise after inquisitive questions and seem genuinely quick with correct responses.Its an aura that a teacher needs to construct that will infuse a sense of wanting to do well, most frequently by the desire to please. I have frequently observed many teachers successfully pair less desired behavior with desired behaviors for great results which is referred to as the Premack Principle (Premack, 1965). One incident stands out in my mind when a third grade teacher told a student that if he completes his cooking, he will be able to film his name from the completed homework sign outside the classroom.The teacher explained to me, t hat this particular student dislikes the fact that his name is up on the board, so she pairs doing homework with the favorable act of removing his name. Having his name on the board was supposed to be a reinforcement for doing homework, however Slavin mentions that if the behavior does not increase or decrease in frequency with the reinforcement than it is not necessarily a reinforcement (Slavin, 143). Behavioral Learning Theories are quite established and they are useful in changing behaviors. It is important to acknowledge however, that the theory has its limitation.Mainly, because of its focus on observable behaviors, other more abstract and conceptual learning remains unspoken. However, Social Learning theory helps bridge the gap between the behavioral and cognitive prospective (Slavin, pg 159). Appendix 1)Slavin, R. E. (2006). Educational psychology Theory and practice (8th ed. ). Boston Pearson. 2)Premack, D. (1965). Reinforcement theory. In D. Levine, Nebraska symposium on m otivation. capital of Nebraska Univeristy of Nebraska Press.