Behaviorism

Clara Schild
Dr. Hawkes
ESPY 302
11-15-13

Behaviorism
Behaviorism is learning resulting from a change in behavior due to an environmental
stimuli. Behaviorist believe that human behaviors develop through external, environmental
factors and the personality of the learner. Others determine an individuals behavior. In an effort
to help learners take in information, a behaviorist shapes behaviors of others (Cohen, 1999).
Behaviorism implements reinforcements and punishment and addresses two different types of
conditioning; classical and operant.
Behaviorism uses modeling, shaping, and cues to obtain desired behaviors. Modeling is
learning a behavior or response by observing others. "Of the many cues that influence behavior,
at any point in time, none is more common than the actions of others" (Bandura, pg.45). When a
child observes the action of another and then initiates the same action, modeling takes place.
Shaping is a process of rewarding approximations of a desired skill. By first guiding the childs
hand, then the child tracing the letters, followed by tracing dotted lines, and finally writing
independently, one has shaped the skill of writing. The use of reinforcements and encouragement
helps change a behavior. Behaviorism also includes cueing; the use of physical and verbal
prompts to encourage or discourage a behavior (Standridge, 2002).
Ivan Pavlov used reinforcements and conditioning in an experiment. He used dogs in his
experiment to see if external stimuli affect internal processes. In his experiment, Pavlov rang a
bell every time he gave the dogs food. In the beginning, the dogs would begin salivating right
before given the food. Pavlov soon noticed that when the bell rang, the dogs would salivate even
without the food being present (Standridge, 2002).

Behaviorism
Clara Schild
Dr. Hawkes
ESPY 302
11-15-13

Pavlovs study is an example of classical conditioning. In classical conditioning, one

stimulus is associated with another stimulus. The first aspect of classical conditioning is the
unconditioned stimulus. The unconditioned stimulus is the stimulus that creates a response
without conditioning. Next is the unconditioned response, which is an automatic response to the
unconditioned stimulus. The conditioned stimulus is a neutral stimulus that creates a similar
response when paired with the unconditioned stimulus. After the conditioned stimulus comes
extinction. Extinction is when the conditioned response stops after the unconditioned stimulus is
removed (Hall, 1998).
Along with classical conditioning, Behaviorism involves operant conditioning. Operant
conditioning includes a stimulus and reinforcements; rewarding a good behavior with a pleasant
reinforcement. B.F Skinner conducted an experiment using operant conditioning using a rat in a
box. By pushing a lever, the rat received a food pellet. Pushing the lever is the stimulus and the
food is the reinforcement (Standridge, 2002).
A main component of behaviorism, especially operant conditioning, is reinforcements. A
positive reinforcement is used to increases the frequency of a behavior. Positive reinforcements
follow a desired behavior with a pleasant stimulus or reward. There are also negative
reinforcements, the removal of a stimulus after an undesirable behavior (Baker & Kreider, 2004).
Another aspect of Behaviorism is punishment. Punishments are consequences that
happen following undesirable behavior. They are used to decrease the bad behavior. Positive
punishment is the presentation of an aversive stimulus. Negative punishment is the removal of a
pleasant stimulus after a bad (Baker & Kreider, 2004).

Behaviorism
Clara Schild
Dr. Hawkes
ESPY 302
11-15-13

Behaviorism is a valuable tool in the classroom. When implementing behaviorism in the

classroom, the teacher plays a very important role. It is the job of the teacher to initially model
and reward good or desired behavior. Teachers do this by using reinforcements and punishments
after behaviors. Teachers monitor the behaviors of students in order to determine necessary
changes in punishments and reinforcements (Woolfolk, 2003). It is important for the teacher to
use stimulus-response conditioning.
A classroom that models behaviorism is easy to recognize. There are clear expectations
and objectives in a behaviorists classroom. The instruction in the classroom is teacher lead and
student centered. Teachers model and set the behaviors that they desire in their students. Lessons
start with basic skills and develop into more advanced skills. Teachers use strategies like
practice, cuing, reinforcement, mastery learning, and group activities to model and encourage
positive behavior (Woolfolk, 2003).
Behaviorism in the classroom falls under the category of direct instruction. It involves
drills, practices, and simulations. A behaviorism drill involves lesson presentation, the stimulus,
followed by student response to the lesson. The teacher can then use reinforcements or
punishments to encourage desired behaviors. In the classroom, the drill could involve a
matching activity. The teacher gives the students a word and multiple pictures and asks students
to match the word with the correct picture. It would be beneficial for the students to work near
each other, or in groups (Chen, 2003). The students would learn from each other and have the
opportunity to demonstrate mastery of the content. The teacher in the classroom would give
direct instructions and goals for the student.

Behaviorism
Clara Schild
Dr. Hawkes
ESPY 302
11-15-13

Another way to make use of behaviorism in the classroom is through simulations.

Simulations use materials and roles in-order to help learners understand how things work.
Technology allows teachers to have realistic, easy to monitor simulations in the classrooms.
While learning about space, the teacher could use an online simulation that puts the student in
the shoes of an astronaut. The student practices making navigation reports, weather updates, and
participating in activities that relate to life in space. Simulations in the classroom help students
learn through doing. It is very easy for teachers to monitor simulations and connect with the
student. If the student does not know how to do something on the simulation, the teacher is there
to answer questions and show the student how to complete the activity (Chen, 2003). The
simulations aid in mastery of the subject. Again, it is a good idea to group students so they can
learn from each other. If one student does not know how to complete a weather report, he/she
would be able to observe another group member, and model the example.
In a classroom of misbehaving, disrespectful students, it would be beneficial to
implement behaviorism. In this situation, the behaviorist teacher would call a class meeting to
discuss a set of new rules and enforcement of the rules. Instead of the teacher making the rules
and forcing the student to follow them, the teacher would give the students the ability to create
the rules for themselves. After approving the rules, the teacher and writes them down so
everyone can see them in the classroom. Along with setting the rules, the students would decide
on the proper punishments for breaking the rules. After the rules and consequences are set, the
teacher explains that rewards provided for good behavior. The teacher allows the student input
in determining rewards. This method helps students realize that they are a part of the classroom.

Behaviorism
Clara Schild
Dr. Hawkes
ESPY 302
11-15-13

It decreases the frequency of the bad behavior, while changing the students attitudes and
behaviors in a positive manner (Orey, Martin & Xiong, 2002).
Behaviorism involves an environmental stimuli resulting in a change in behavior or
actions. A large part of behaviorism is shaping and molding the students behavior into more
acceptable forms. This requires the use of reinforcements and punishments that lead the student
to learning. Behaviorism is easy to implement in the classroom and can be very beneficial for
everyone involved. Learners see desired behaviors rewarded and strive to achieve the same. A
behaviorist classroom is one that uses reinforcements, punishments, and activities to encourage
learning. By implementing behaviorism in the classroom, a teacher can teach not only content,
but also behaviors that will maximize future learning.

Behaviorism
Clara Schild
Dr. Hawkes
ESPY 302
11-15-13
Citations

Baker, B., & Kreider, J. (2004). Glossary of terms for the experimental analysis of behavior.
Retrieved <11-11-13> from
http://www2.psychology.uiowa.edu/faculty/wasserman/glossary/index set.html
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice Hall. Page 45.
Chen, I. (2003). Behavioral theories. Retrieved from http://viking.coe.uh.edu/~ichen/ebook/etit/behavior.htm
Cohen, L. (1999). Section iii- philosophical perspectives in education . Retrieved <11-11-13>
from http://oregonstate.edu/instruct/ed416/PP4.html
Hall, R. (1998). Psychology world: Classical conditioning. Retrieved <11-11-13> from
http://web.mst.edu/~psyworld/classical_conditioning.htm
Orey, Garland, L., Martin, L., Xiong, M. (2002). Scenarios for Using Behaviorism. In M. Orey
(Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <11-1213>, from http://projects.coe.uga.edu/epltt/
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved <11-11-13>, from http://projects.coe.uga.edu/epltt/
Woolfolk, A. (2003). Behavioral theory. Retrieved<11-11-13> from
https://www.msu.edu/~spicerru/CEP801 Web pages/techsummary2.html