Behaviorism and homework
In my class this week I was asked to correlate instructional strategies (Reinforcing Effort and Homework and Practice) and behaviorism. First I will define the strategies and behaviorism.
Reinforcing Effort is an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).
Homework and Practice is an instructional strategy that “give(s) students a chance to review and apply what they have learned” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).
Behaviorism is a school of psychology that believes behaviors can be measured, trained, and changed (McLeod, S., 2007). The type of behaviorism most are familiar with is Operant Conditioning, when learning occurs through reward and punishment. This type of behaviorism happens in most schools.
When most people think of behaviorism, they think of Pavlov and his salivating dogs. This was classic conditioning, where a natural response is paired with a behavior. I will not be talking about classic conditioning in this post. I will be addressing operant conditioning.
When we put behaviorism together with the instructional strategies, it says “school!” When most people think of school they think of a place of learning. Students go to school, they are taught daily lessons. They are taught manners, social skills, and how to get along with others. Students’ behaviors are reinforced with rewards or punishments. Then students go home and have homework. The day starts again tomorrow.
Even teachers who are not a behaviorist or believe in the theory of behaviorism, have some kind of behaviorist philosophy in their classroom, a sticker chart, a card pulling system, a clip that moves depending on how the student acts during the day. Many teachers also give homework or some kind of “drill and practice.” These all have roots of behaviorism. Teachers are trying to reinforce a desired behavior or change one that is not desired.
Personally, I have sticker charts in my classroom. I see great success with students. I use them with special education students grades PreK-6. Once the sticker chart is full (20 boxes) the students pick out a prize from the prize book. In the beginning of the year, I do have a few students who are, “too cool” for the charts, however, once they see how excited the other students are about the charts, others fall right in.
I do not take away stickers. If a student is doing a behavior that is not desired I may reinforce another student by giving a sticker. Example Johnny is playing with his pencil and not doing his work. Jeff is working hard. I would say, “Jeff, I like the way you are working hard. Thank you for following directions and trying your best. Please put a sticker on your chart.” I have found great success with this kind of approach.
I also have to say that many of my students are on Behavior Plans with their IEP. I am able to address many students’ needs with this kind of response. Other students, not just Johnny, get back on task. They want a sticker on their chart.
I have noticed that the sticker charts have improved the learning of some students. They do their work correctly and as a result grades have gone up and/or there behavior has improved, so they are more focused an attentive during lessons, which shows in their class/homework.
Homework is a touchy subject with me. I used to be all about homework! It has to be done; there is not enough time in the day to get it all done. Homework goes home, it comes back. I grade it and assign more the next day. This does not work with my students and their families. Do not get me wrong, some of my students have fantastic parents and help their children in every way possible. However, do not have help with homework. I have a few students whose parents do their homework for them. I have homework done by parents a lot. I have even had mad parents call me and tell me their child was in special education and they were not supposed to have homework. I have to chuckle, I am the SpEd teacher. I gave the homework.
I have built homework into my scheduled time. I try hard to make sure that my students do not have homework. When students are in 4th, 5th, and 6th grade it is much harder to not have homework. They do have some; however I try hard to make sure that students have plenty of time in class to do work.
At our last staff meeting we were presented with research on how homework is not helping our students succeed. This information was very impressive. It also had different reactions among staff. Some filed with relieve and other outraged at the thought of not sending homework.
When we have meetings about students who are failing, we brainstorm what we can do. Many of them are failing because of homework –They do not do it. It is interesting to be in our planning/brainstorming meetings. We, teachers, definitely have sides; those of us who are anti-homework and those of us who are pro homework.
Overall, behaviorism is very prevalent in schools. Almost every teacher uses some form of behavior theory in their classroom. How do you use it in your room?
Resources:
Cherry, K. (2012). What is behaviorism? Education Psychology. Retrieved from
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist learning theory.
Baltimore: Laureate Media.
McLeod, S. (2007). Behaviorism. Simple Psychology. Retrieved from
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Great post. I think that operant conditioning can be very effective in all different environments. I really liked your example of rewarding other children that display the "desired" behavior, instead of punishing directly by removing their already earned stars. This capitalizes on social behaviors such as self-monitoring.
ReplyDeleteI think you made some great points about homework as well. Though homework may not be the key to learning, I can see it's value in teaching kids commitment and responsibility by requiring them to finish it and bring it to class the next day. I think that the overwhelming workload that some kids face create a stress response and they end up avoiding homework in result. I think that a limited amount is a good idea.
Chelsti-
ReplyDeleteThank you for the comment.
Yes! I am trying to teach self-monitoring AND effort. "If I do this, I get this." And hopefully, with time, students will be able to have an inner sence or want to do work.
I had not thought about homework as teaching commitment and reponsibility. VERY GOOD POINT! I look at it as an extra burden for students and family when they do not have support. I like how you have a postive twist/side to it.
Pru ;)
Here is a link worth checking out-
ReplyDeletehttp://www.dr-donna-riter.com/index.html
Dr, Donna Riter, Behavioral Educational Trainer/Consultant has been in the field of education for over 37 years working with students in regular and special education in grade levels from preschool . 12+.
Pru,
ReplyDeleteGreat post! I loved how you stated that "even teachers who are not a behaviorist or believe in the theory of behaviorism, have some kind of behaviorist philosophy in their classroom." That is very true. Even if the teacher is not purposely trying to reinforce good behavior they complete these strategies to keep students motivated or positive towards school or homework. I also agree with you that the reinforcing that occurs should mostly be positive. You cannot expect a student to learn when they are put down or feel as though they have messed up. Instead I think it is a great job to show them what they should be doing by reinforcing good behavior of other students around them. I believe that all students want to please, but they might need reinforcement on how to do this in the correct manor. I have mixed emotions about homework. I think especially for reading they should have to read for 20 minutes at home. As for math I do believe some practice is needed. When I give my students homework I look at the problems to determine how much they receive. I do not believe they should practice multiple problems that are exactly the same, but they should have some practice of this skill at home. I teach my 5th graders that their homework is their responsibility. They are old enough to complete it on their own because I would not give them anything they cannot handle by themselves. I think that not only does homework review the skills, but it can teach the students some responsibility.
Roberco08-
DeleteThank you for the comment. I believe that a lot of teachers use them in their classroom's. Some more than others, I personally use it all the time. I also have many students who are on some kind of behavior plan, I guess I am partial to behaviorisim.
I have found that rewarding others around the student who is not doing the correct behavior has been very helpful. Most of my students want to do well and like to be praised or rewarded. I fnd it works well.
I believe reading is very important! I think reading every night is awesome. I do wish I would have more students who do it and/or had the support to get it done.
Homework does teach respnsibility, you are correct. Most of my students need help with homework. Even if it is on their level, I think it may come with SpEd. Not all of them need help with the problems or work, they need reminded to do it. A skill that is learned and taught. I have to teach these skills all year long, without support it can be hard.
But I do think homework has a place. If you would have asked me a year ago about homework I would have said it HAD TO BE DONE! Students need reinforcements... My views have changed as I learn more.
Thank you for sharing!
I agree with you that my thoughts and beliefs on homework have changes over time. I used to feel that they had to have homework every night, but now I think it depends on the students and the environment. I also feel that it is important to give less homework that is more beneficial for the students. Quality over quantity!
DeleteRoberc08-
DeleteIt is interesting how many of our, teachers', beliefs have changed over time.
I just know with my students the homework would not get done. I do not want to punish them for lack of parent support or the homelife that allows them to do the work.
Pru ;)
Pru,
ReplyDeleteIt is clear that you are a strong believer in behaviorism as a reinforcing technique. Although I struggle a little with how to use it at the high school level I do use a peso reward system for students when they show their Spanish skills or do something in class that is above and beyond. They can cash these pesos in for prizes. My school is also looking at starting a positive behavior support (PBiS)program next year where we reinforce behaviors.
To be honest I am a little skeptical about rewarding expected behaviors but I am willing to give it a try. For example since we talked on the discussion board this week and through my conversations with Charlotte as well I have tried to use a little more behaviorism this week in my classroom by using more positive reinforcement. I have noticed, if nothing else, I am feeling more positive (which can be difficult to achieve in the last three weeks of school)! I appreciate your post, your advice and the inspiring stories you tell.
Jenny
Jenny-
DeleteI understand your reservations on rewarding expected behavior, however, I have to say IT WORKS! I really find that it does wonders with my students. Expecially to ones who are not doing the behavior. They want to be rewarded like the others, so they try harder.
OF COURSE, there are always exceptions to the rules. I do have some students who do not want to follow rules or a behavior plan. In general, over all, it works.
I think your peso system could work well. You could teach students how to save up for bigger and better prizes.
Try rewarding expected behavior the rest of the school year and see what happens! I also only have three weeks left. I sometimes feel like May 25th could not get her soon enough. I do know that sticking to my guns and my reward system will help both the students and I get through the next couple of weeks.
Thanks so much for sharing!
Pru,
DeleteI appreciate your reinforcement of these techniques. I plan to take a good hard look at my peso system this summer to refine it for next year but I am also going to stick to it until the end of the year. I appreciate your suggestions this week!
Jenny
Jenny
DeleteI also struggle with the behaviorist way in high school. However, I do agree with Pru when she said that we all have some type of behaviorist strategy that we use whether we realize it or not. For example, I am naturally a "great" praiser. Even when I DJ and I see another DJ who did really well, I often have to go over to them and praise their works. This is, according to the experts, behaviorism. In essence, I really want that DJ to do well again. I want to see that kind of behavior again in the future, whether its for my own inspiration or just because I'm a nice guy :) (who knows?).
On the other hand, high school is different. The students are not so easily responsive to rewards, as they are with punishment. We cannot bribe students with cookies and prizes for good behavior like junior high or elementary students. We have to find something else that interests our them, which is extremely challenging because students are motivated by so many different things individually.
Here is a good read that might spark some ideas for you: It has a great example of a high school setting.
http://projects.coe.uga.edu/epltt/index.php?title=Scenarios_for_Using_Behaviorism
Jeremy
I used a reward system in my classroom the first year I taught. At first I did take away tickets my students had earned for good behavior as a punishment for bad behavior. I quickly realized I was losing control of my class and losing precious instructional time because the kids didn't have a vested interest in the system. Once I decided to stop taking away earned tickets, the behavior problems died down and the instructional portions of the day went by more smoothly. As far as assigning homework, I made an effort to schedule more than enough class time to get work done at school. I taught in a low-income school where students did not get much, if any, support at home. It was easier for the students to get their work done at school. I also found that allowing for extra work time in the classroom helped my students learn time management skills that would help them in their middle and high school years.
ReplyDeletej.Jacobsen-
ReplyDeleteYou make a great point about taking away stickers/tickets. I find it interesting that students behaved better once you stopped taking away the stickers. It makes total sense to me. Students want to be rewarded, if they know the reward can be taken away then what do they have to loose, or gain?
I like how you say allowing work time made students learn time managment. I have been hearing how homework teaches reponsibility, however you are showing that by giving time to do work in the school day, students are also learning responsibility AND time managment.
I like your thoughts. It makes sense to me and I get it!
Thanks for sharing your thoughts and following my blog.
Pru ;)
I found your comment interesting about the debate regarding homework. My administration recently sent out information regarding homework and how it is not helping students, and has mandated that the staff must reduce or eliminate the amount of homework sent home. I teach first grade, and while I completely understand that parents wish to have quality time with their children which is stress-free, I do have to admit that the homework I have sent home has helped to keep the parents informed about what we are working on in class. I send home a homework packet at the beginning of the week, and it is not due until the first day of the next week. I have found that giving families the option to do the homework on their schedule has greatly increased how much homework is returned. I have to admit, also, that despite the research to the contrary, the students who complete their homework in my class tend to have higher grades by the end of the school year. I need to do more research about this new information regarding homework and ways that I could include parents in the classroom without assigning work!
ReplyDeleteLovingLife-
DeleteWe have also been told not to give homework as much. We have for years not been allowed to give homework on Wednesday because of Church night/Family night.
We have Saxon math, and it is designed to do one side at school and one side at home. I totally understand where it is nice to have family support. I do not do the one side at home. We do it all in class. Most of my SpEd students who are in Gen. Ed. for math, come to my room to do side "B" this way they get credit.
I wish I could also find a way to get more teacher involvement in the classroom. Do not get me wrong, I have some parents who are amazing! They support their children in and out of school! I wish all of them were as awesome as my few parents.
I would love to know if you find other ideas/ways to get more family support. Please share!
Pru
ReplyDeleteI have never thought about homework being negative. I never realized that one's failure could be due to not doing the homework and it's effect on his/her grade. I guess this can definitely cause reason for debate. What were some of the arguments for or against homework by the teachers at your school?
At my school, I never saw punishment fit for not doing the homework. I thought being lost for the next lesson, was punishment enough for most. However, this only applied to those who were interested in the class. If a student continuously does not complete their homework, I might have a discussion with them. But, I also know that there are circumstances where students do not have time and it can be overwhelming. I try to have patience with students and hope that they will find benefit in doing the homework. I have found having an open and honest relation with my class, gets positive results. Telling them I will not grade the homework, but it will make your learning easier in the class, often gets good results. But, I know this formula cannot be applied for all classrooms.
J Huskey-
DeleteIn my school there are battle lines drawn! A few teachers do not understand that because a student has Fs does not mean they do not know the topic. That was a bad sentence!
So Johnny is failing math. He has had an F all year long. We take out all of the homework grades and he really has a C or even a B-. So... He knows the topic, yet he is failing. He does not do his homework because his homelife is hell. He does not have support. Mom and Dad are abusive to him and each other. When he gets home he is all about surviving. Homework is the last thing on his mind.
The classroom teacher khows all of the above. Yet, she demands he still do his homework. And she thinks he needs SpEd.
In this case, he knows the topics, his tests and work he does at school show he understands. He should not b3 made to do the drill and practice over and over. The sad thing, the above case is real. This student has tried very very hard and now as a 6th grader he has been skipping school (leaving campus) smoking pot and even tested postive for meth. He told the school psyc that he didn't see the point in trying anymore, he was just getting Fs. It is true, he would work his bottom off, then fail because homework carries so much weight.
I feel that once a student knows the topic then he/she should be able to move on. Homelife needs to be looked at. His case is common in more than just my school.
I am not sure what will happen with our future if parents (I am one myself!) are not held more accountable. Scary to think.
Pru,
ReplyDeleteYour post this week was excellent, you are correct in pointing out that today's classrooms do not lack behaviorist approaches. I work with Sophomores and Seniors thus I don't get much out of star charts and candy, but I am huge on verbal reinforcement. For instance, this week I had a student who has failed everyone one of my exams all year, but this week passed with a 67. I did not tell the class his score, but I commended his improvements and told him in front of everyone that I was proud of him and his effort. That young man smiled the rest of class. I believe that making a kid feel smart and important is a huge reinforcement of positive behavior.
Cole-
DeleteThank you!
I am glad you use praise. I am sure that your student was glowing inside as well, not just with his smile. I truly feel students need to be told they are "good kids" and they are loved. Some of our students only hear that they are loved from people at school. As sad as that is, it is true.
Thank you for the comment.
Jenny and Jeremy-
ReplyDeleteYes, HS and Jr. High are different. Students are harder to fid rewards that fit. When I taught Jr. High, I used Soda Pop as a reward. They loved it. It was easy for me too. Most Jr. High kids do not have money to buy a pop out of the Machines, so when they did get one they were "cool."
Thank you for the link. It would be helpful for a range of students.