Behaviourism in the Classroom

!Two key factors interplay when using behaviorism in the classroom: habit formation and addressing

errors. Habits are repeated behaviours formed either by stimulation (a desire for something) or through
imitation of others. Errors in behaviour are considered evidence of non-learning, and as such are to be
avoided and/or corrected (Tesloclass, 2013).

How can behaviours be modified/corrected?

Reinforcement and
Punishment:
(Standridge, 2002; Darby,
2003)

Effect on
Behaviour

Examples suitable for the classroom

Positive reinforcement
produce something pleasant

Increase good
behaviour

Verbal praise, merit points/stickers/tokens,

and/or treats for good contributions
(typically extrinsic)

Negative reinforcement
remove something
unpleasant

Increase good
behaviour

Removal of threat of detention if a student

produces past homework or apologizes to
the teacher for talking during the lesson

Positive Punishment produce something

unpleasant

Decrease poor
behaviour

Giving a child a detention or a letter of

reprimand to give to their parents

Negative Punishment remove something pleasant

Decrease poor
behaviour

Prevent child from joining in a game at the

end of the lesson or partaking in a group
treat

General reinforcement such as praise, stars and points is important, especially for young learners,
and helps create a positive learning environment by ensuring proper classroom behaviour. This
occurs by reinforcing good behaviour. In general using partial reinforcement i.e. not for each
correct response/behaviour was found to produce the most enduring learning and/or behaviour
modification conducive to learning (Darby, 2003).

A particularly effective way to reduce the occurrence of a poor behaviour is to ensure that it is
not reinforced; this is known as extinction. Punishment is less effective because it only
suppresses behaviour temporarily; eventual removal of punishment often results in the behaviour
reappearing. Punishment also has unpleasant side effects such as group unhappiness (Darby,
2003).

The challenge is for a teacher to determine what constitutes effective reinforcement for each
child and then to very specifically target his/her desirable and undesirable behaviours. To do this
well, a teacher must decide exactly what it is they want to teach - only then can they present the

right material, know what responses to look for and hence when to give reinforcement to shape
behaviour. Behaviourists do not support lecture-style teaching, as it does not expose the learners
to direct, individualized reinforcement needed to shape students behaviour. Teaching methods
consisting of small groups or one-on-one interactions are favoured, as well as methods involving
demonstrations from the teacher followed by return-demonstrations from the students
(Fitzgerald, 2011).

Principles teachers can use to promote effective learning using BT:

1. Present the information to be learned in small behaviourally defined steps such as a
student should be able to, not a student should know (realistic, achievable
learning objectives) (Darby, 2003)
2.

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Give rapid feedback to learners regarding the accuracy of their learning and their
behaviours

3.

Allow students to learn at their own pace as much as possible within the classroom
environment

4.

Reward being correct, but ENCOURAGE students when theyre incorrect: encouraging
students when they are wrong is very beneficial to their confidence (Tesloclass, 2013).
Strategies for encouragement (Tesloclass, 2013):
Use a nonjudgmental voice: be soft and understanding
Smile while correcting: as if to convey that its no big deal
Reassure students regardless of achievement: its ok, youre doing well.
If a student is upset by a mistake, encourage them to try again. Minimize the
stigma of errors whenever possible, and emphasize the effort toward the
correct answers. Reassure students that you, the educator, still make
mistakes too!
Above all, use intrinsic (inner) motivation above extrinsic (outward)
motivation http://behaviourismintheclassroom.weebly.com/motivation.html

5.

Incorporate Behaviorism into Course Design

The Office for Teaching and Learning at Wayne State University suggest that using
weighted grades for homework assignments, exams and class participation is an
effective application of behaviorism. If you assign greater value to certain activities
over others, students are reinforced for putting their efforts into the correct priorities.
For example, students would know that you consider it more important to do well on a
group project worth 40 percent of their grade than on quizzes worth 10 percent of their
grade. Students who budget their time accordingly would likely attain a higher grade.
Additionally, you should give students ongoing feedback to point out what theyre
doing well and where they need improvement (Dowd, 2014). This is an example of
both extrinsic and intrinsic motivation systems if the student is motivated by a

personal goal of good grades (not just a social expectation from parents, teachers, etc.).
6.

Implement a Classroom Reward System

You may want to implement a behaviorism strategy called a token economy. Students
are told how to earn a token, such as listening, staying on task and raising their hand.
Depending on the child's age, tokens can be stars, stickers etc. When tokens
accumulate, students may exchange tokens for a reward of the students choosing
(Dowd, 2014). This is an example of an extrinsic motivation system.

7.

Team Up With Other Teachers for Support

You may find it helpful to collaborate with other teachers interested in using
behaviorism to improve student performance and behavior. Many schools rely on a
behavioral framework known as Positive Behavioral Intervention and Supports (PBIS)
to shape behavior in classrooms and extracurricular activities. Teachers target up to
five behaviors to reinforce throughout the curriculum. A PBIS approach emphasizes
positive reinforcement rather than harsh discipline, such as out-of-school suspensions.
Key components of PBIS include clear communication of rules, regular routines,
consistent reinforcement of targeted behaviors, social skills training and natural
consequences, such as temporary loss of privileges (Dowd, 2014). This is an example
of an extrinsic motivation system.

8.

Apply Behaviorism to Classroom Teaching and Discipline

You can use behaviorism to increase learning and decrease distracting student
behavior. When writing lesson plans, identify what knowledge and skills you want
students to master, and determine how you'll objectively evaluate performance.
Develop a system for tracking student progress, and intervene if problems arise.
Communicate to students your academic and behavioral expectations. Use exams and
grades to encourage students to do their best work. For instance, if you suspect
students aren't completing assigned readings, you could start giving quizzes to
motivate students and reward those who work hard. To control disruptive behavior that
can affect teaching and learning, praise positive behavior, ignore mildly irritating
behavior and consistently enforce consequences for breaking rules (Dowd, 2014).
Again, this is an example of an extrinsic motivation system.

As you can see, it is far easier to provide extrinsic motivation ideas for general classrooms.
Intrinsic motivation is far more personalized as youll read on the motivators page here http://
behaviourismintheclassroom.weebly.com/motivation.html.

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References:
Darby, S. (2003). Learning theories in the classroom: Behaviourism. Retrieved from http://
www.did.stu.mmu.ac.uk/cme/Student_Writings/ProfStudies/SueDarby.html

Dowd, M. (2014). How to use behaviourism in a classroom. Retrieved from http://

www.ehow.com/how_8156621_use-behaviorism-classroom.html

Fitzgerald, K. (2011). Instructional materials. In Bastable, S., Gramet, P., Jacobs, K., & Sopczyk,
D. (Eds.), Health professional as educator: Principles of teaching and learning (pp.
463-502). Sudbury, MA: Jones & Bartlett Learning.

Standridge, M. (2002). Behaviorism.

Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Tesloclass. (2013). Behaviourism. Retrieved from http://www.tesolclass.com/applying-slatheories/behaviorism/