Behaviorism in Practice

As far as I can ascertain, behaviorism is a very straightforward educational theory. So straightforward, that it seems too simple for the complexities of human nature, but it has its place in every classroom. All people look for approval because we are social animals; we need each other for survival and happiness. According to behaviorists, in order to survive and gain approval we respond to our environment with behaviors we have learned that support our success and happiness. As Parkay and Hass (2000) have stated:
In assuming that human behavior is learned, behaviorists also hold that all behaviors can be unlearned, and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place. (as cited in Orey, 2001)
In elaboration, Lever-Duffy (2008) state, “A reward includes all positive, negative, or neutral reinforcement to a behavior” (p. 15). So, when learning occurs it needs to be rewarded. Simple enough, yet teachers need to determine whether or not learning has occurred and become familiar with the process of learning. Technology offers many possibilities to determine whether learning has occurred; it also offers some interesting ideas that explore the process of learning.

In the learning process, the correlation between effort and achievement is not always understood by the learner. As Pitler, Hubbell, Kuhn, and Malenoski (2007) state, “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (p. 156). If students become aware that effort is a desirable trait that increases achievement, as well as, elicits positive responses, they are more likely to put more effort into their work. I appreciate how the strategy of using spreadsheet software clarifies the interaction between effort and achievement, making it apparent to students that they can control their level of achievement.

Another important strategy is homework and practice. Facts and concepts are not learned on first presentation, nor should this be expected. If it were expected, then many students would be met with failure. Marzano, Pickering, and Pollock (2001) state, “Typically students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (as cited in Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 188). “Because it is easy for errors to slip in when students are practicing, teachers should give feedback as quickly as possible—ideally, early in the practice sessions, before students internalize erroneous processes and knowledge” (Pitler et al., 2007, p. 188). The capabilities of software, multimedia, and web resources make technology an excellent option for homework and practice. When engaging in practice work, technology offers an excellent alternative. Through the use of technology students can chart their progress, receive immediate feedback, access many resources outside of school, receive differentiated instruction, and be entertained the whole time.

Yet, caution needs to be used when assigning homework, as well as, drill and practice. A connection needs to be made when asking student to become involved with these types of assignments. “The purpose of homework [and practice] needs to be identified and articulated” to give repetitive practice meaning (Pitler et al., 2007, p. 187). And as Orey adds, in our course material, technology is most effective when remediation activities are minimally incorporated, otherwise the passion for learning is lost because the children’s lessons are reduced to rote drill and practice. (Laureate Education, Inc., 2008). Our responsibility, as educators, is to keep that balance for our students.

Laureate Education, Inc. (Producer). (2008). Program four. Behaviorists Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Marzano, R.J., & Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.


Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/


Parkay, F.W., & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.