Behaviorists

When Thorndike revised his Law of Effect, he posited that punishments often lead to task avoidance and anxiety rather than more productivity and desirable behavior (Peel, 2005, p.7). For this reason, we have designed a lesson that requires staff to acknowledge students when they do something well rather than calling them out when they do bad. Additionally, our lesson outlines an abundance of extra credit, so students have a chance to “bounce-back” from poor performance or take their learning to the next level. For us, providing clear opportunities for restorative justice and active learning are important when attempting to build an equitable classroom. we encourage teachers to treat students just as well as they would paying clients who chose to shop at their small business. From this view, we want to stimulate and appeal to them as much as possible and reserve severe punishments for major legal violations as much as possible.

While we don’t agree with Skinner that free-will doesn’t exist, we do believe that some behavior is operant (Danley et al., ND). One way this concept fits into our lesson plan is in our use of Jazz music. Students will come to understand that when the Jazzy Hip-hop music comes on loudly, we are starting class. When it is turned down low, that means the teacher is speaking to them, or we are taking turns speaking. Finally, when the music is at a medium volume, they are collaborating in groups. It is our hope that the different volumes of calming music will be more effective in transitioning through phases of lessons than yelling or giving them the stink eye. We want teachers to give students experiences they enjoy and want them to like the way they feel when they participate in this class so they will continue to replicate and come back for more fun and meaningful experiences.

While Watsons’ view of behaviorism is rather extreme, it may be fair to concede that behavior is usually a strong indicator of a persons’ psychological state (PBS, ND).  From the start of the class, pay attention to who gets out supplies with the least number of directives; answers questions voluntarily attempt to think through assignments, and many other micro behaviors. Knowing how students behave when they feel certain ways, allows educators to plan for challenges, communicate more effectively, and identify who needs more attention without students saying anything directly. Likewise, it is much easier to monitor behavior, present desired behaviors, and attempt to modify them than it is to try to directly change ideas and feelings. Also, with great behavioral improvements, academic and emotional improvements often follow. So, while we caution every teacher to approach their students on a case-by-case basis and try to respect nuances, there are some undeniable merits in adopting from the behaviorist school of thought.