Review around the behaviorist theory

Behaviorism

The basis of the behaviorist theory is that learning is actually a passive process where learning is defined as what individuals do reacting to exterior stimuli (Elliot, 2007, pg. 46). Learning is, consequently , the procurement of new behaviors. According to Skinner, understanding is new to guide human actions, is it doesn’t action alone (Skinner 1976. p152). Behaviorism suggests that in order to learn, the learner requires an active engagement and needs to be reinforced with instant advantages (Sotto, 3 years ago: 35). A lot more satisfying the reward to the learner, the more the behavior with the learner is definitely strengthened, resulting in more extensive learning (Skinner 1974 reported in Elliott 2007 pg. 48). The idea is that when a child is rewarded because of their desirable tendencies, they will be very likely to repeat that behavior. Skinner suggested that educators should primarily give attention to positive rearrangements and the success of the spanish student rather than penalizing poor habit as this weakens the behaviour portrayed by learner (Pritchard, p11). This kind of suggests that a schools rewards/ behavior method is extremely important into a student’s creation, as the fact that school discusses rewards and punishments can affect the behavior and learning of the students.

Behaviorist learning breaks down responsibilities into small , progressive sequences where continuous positive strengthening is given. The theory suggests that with out positive support, the discovered responses will probably be forgotten. The theory relies on constant repetition and use of the “skill and drill” work out. It has been advised that the stage of education was to present the learner with a proper collection of responses to particular skills (or stimuli) simply by constantly duplicating said patterns which is strong by advantages (Skinner 1976) as this is the most reliable means of processing and retaining details.

The problem with this theory is that, although the learners are actively doing jobs, they are getting the information passively, as the teacher may be the transmitter of the knowledge for the learner, rather than actively seeking and comprehending information for themselves. Farnham-Diggory (1981, p60) belittled the theory pertaining to the “lack of understanding” of what individual students own learning really requires. Pritchard asserted that even though positive encouragement is a suitable way to train skills for a few learners, for other learners, they may not be encouraged by rewards or they could not be familiar with logic behind it (Pritchard, pg11).

Within a behaviorist environment, students are required to do the same activity and work at similar pace since the rest of the school and don’t have the option of choosing all their activities or topics. Although this reduces the amount of planning a teacher has done to, because they can give attention to one matter thoroughly, additionally, it may cause issues with regards to differentiation. Preparing and delivering lessons, a teacher has to make sure that the lessons are at the best level of understanding for each student in the class, which may affect teaching and learn as a whole (Kyriacou, p79).

Some authorities claim that by simply constantly rewarding positive patterns and learning, it could cause some kids to lose desire for their own learning (Pritchard pg10). He holds this in further simply by mentioning that using a praise system would have a damaging effect on students in the event the focus of the positive reinforcement is usually on just one or two students, rather than the many (Pritchard, pg10). Furthermore, positive answers from learners following upon from compliment by the tutor may not be set up every time, and so the desired habit may take some time to be set up, or certainly not in some cases. (Sotto, 2007, pg35. )