Exploring the instructional strategies described in the
resources from this week, there were a couple that correlated with the
principles of the behaviorist learning theory. The first instructional strategy
that I feel aligns with the principles of the behaviorist learning theory is “reinforcing
effort” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Not all students
are highly motivated to perform academically thus I have found particularly in
my classroom, my students need a little push when it comes to their attitude or
belief about learning math. In my classroom, my students need a lot of positive
reinforcement to gain confidence and to bring forth motivation for their
learning. In particular, when students earn an A on a quiz or test, I give out
homework passes for their effort and students get to put a sticker on their
individual stars which are displayed on a bulletin board in my classroom
labeled “All Star Mathletes.” At the end of the quarter, based on their grade performance
in my classroom, students can earn homework passes as well as “Super Size Me”
coupons which will double the amount of points received on a homework
assignment. Every month we recognize an “All Star Student of the Month” which
again reinforces positive behavior within the classroom because students really
want their name announced over the morning announcements, and they also want me
to make a positive phone call home to their parents/guardians.
The second
instructional strategy that aligns with the principles of the behaviorist
learning theory is “homework and practice” (Pitler et al., 2007). In my
classroom, I give homework almost daily because we learn so many different
concepts and skills within Pre-Algebra, and it is important for the students to
practice the skills learned in class because they will be applied throughout
the unit or throughout the year. I do not find it necessary to give my students
20+ problems of the same concept to drill them with the material, but I do find
that an ample amount of problems practicing the same skill will reinforce the skill
and the students gain their confidence as they work through them. When we go
over the problems the next day in class, the students receive immediate
feedback and we can make strides with correcting their mistakes or I can
provide enrichment for the students who are ready to apply the skill in problem
solving questions.
Thinking
about the behaviorist learning theory and applying it to practices within my
classroom has been interesting because I have not really ever thought about how
it aligns with my teaching practices, but I do think it has been worthwhile.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria,
VA: ASCD.
Emily,
ReplyDeleteI was amazed at how much practice was required to achieve an 80 percent competency level according to our text. I don't know if I ever gave THAT much homework and practice time for a student, at least in a class-type setting. Do you think in your class you give students the recommended 24 practice sessions? Do you see any difference in their competency if you focus one skill longer than another?
David,
DeleteI do not think I have ever had a particular skill that they had to do on 24 different occasions. I have given homework problems where they are practicing the same skill over and over again to reach mastery. When you put a number to it, it seems really huge, but I think with math, we practice certain skills in various problems so with repetition I think that helps.
I have seen a difference when working with my students on a particular skill. We will be working and will practice a couple of different problems together and then they have the confidence to want to try it on their own.
What is a typical amount of homework you assign your students?
Emily, how does your school decide who is going to be the "all star student of the month"? Is is just for their behavior or are grades involved with the award too? We have something similar on a weekly basis but good grades are the main reason a student gets the award.
ReplyDeleteShelby,
DeleteThe All Star of the Month is done within my classroom, not school wide :) just a little something extra for my achieving students. I have the students vote for a student in their class. I review the criteria (such as taking good notes in class, participating, classroom helper, completing he on time, etc). Behavior is also incorporated into this so they think about a student who has been excelling and is respectful to their classmates, does what they're supposed to do daily, etc. The students vote and I look at the student who had the highest amount to make sure it is legit and not just a popularity contest. I read through the responses and then post them on my All Star of the Month board. Grades are also factored in because I will not allow a student with a D or F to "shine" because typically those students aren't performing as well as some others in the class. I just have a hard time talking about an outstanding student if their grades are that low. If they have been trying, that's one thing... but the grades are typically C or higher.
Emily,
ReplyDeleteI really like the idea of having students putting stickers on a star or some other tangible means of rewarding behavior in the classroom. I may have to figure out a way to do this next year, but modified (as I'll have at least 130 kids or more on my schedule). You're completely right, though, that the students quite often have little intrinsic motivation when it comes to learning. With freshmen, many of the students act like they know it all and there isn't any possible way what they have to do in your room could help them. It's a constant challenge to make the work engaging, yet rigorous.
The positive reinforcement you've described in your classroom sounds like a great way to integrate behavioral theory into your educational practices. Do students have the opportunity to recognize each other, or award each other stickers for their stars? It might take some structuring to keep it from being a popularity contest, but providing students with the ability to recognize positive behaviors in each other might also help to harness peer pressure in a positive way.
Carrie,
DeleteThe students love the stars! Just a great reminder of their hard work. I have never thought about students rewarding/recognizing each other. Great idea! The kids are generally very supportive of each other too!
What are some things you do to try to motivate your freshmen? I feel like we have a tough age group that can be hard to motivate without being too childish. I'm always afraid my ideas are too elementary and wonder what I would do to motivate the older students.
Emily
Emily,
ReplyDeleteAs a ninth-grade math teacher, I completely understand the importance of mastering a topic, as it will show up later in the course. Quite often, I try to achieve having my students complete a task around 24 times. All 24 times may not come on a homework assignment, but also in class during notes or reviewing for a test as well. The issue with algebra in New York state is that we have so little time to teach so many different concepts. Do you feel that way with your 8th grade curriculum?
Brian,
DeleteYes!!! I have that same issue and it drives me crazy. There are so many cool projects and activities to implement. It no time to do it!!! With my lower achieving students, I get to spend block period with them which has really helped with getting extra practice time in, however there are other students in my other classes who don't get that advantage that need it!
What are some things you do with your ninth graders to motivate them? How do you know your students reach mastery?