In this week’s resources the strategies presented all tie into the behaviorist theory in some way. Chapter 8 of the book Using Technology with Classroom Instruction that Works discusses the strategy of “reinforcing effort” and the positive effects it will have on an individual. It is stated that “research shows that the level or belief in self-efficacy plays a strong role in motivation for learning and achievement” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). This strategy of recognizing the effort that students put into class work and participation is similar to the behaviorist way of think that one should reinforce and reward the positive behaviors in order to receive more of the desired outcomes. By making students aware that their efforts are being noticed, we as teachers are only encouraging our students to continue to work hard.
In addition to recognizing the effort our students put into the school work, we must also stress the importance of practicing their skills, whether it be in school or at home. Chapter 10, entitled Homework and Practice also resembles the behaviorist theory. It is mentioned that “…homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Unlike drill and practice sessions that provide immediate responses that notify a child if he/she is correct, homework tends to take a little longer of a time to receive a reply. No matter the time it takes to provide feedback, a child will always be notified if they were successful or not. If they receive positive feedback reinforcements or a rewards of some type will be given, but if it is incorrect they receive the consequence of having to re-do it.
Many strategies teachers use in the classroom can be linked to parts of the behaviorist theory. As a classroom teacher there are many things that we do that are second nature, but because they are habit we do not even think of it as being part of a theory.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works.
I think that it is a good idea to let students know the correlation between effort and success. If they can see how putting forth a good effort effects their grades, they will be more likely to do so. This is something that I think is important to share even with younger students. If they learn this early on, they will continue to put forth effort when they get to middle school and high school when the work becomes more difficult.
ReplyDeleteI think that homework is important. In my situation, it is a way to review material that has been taught as well as get parents involved in their child's life. I can tell which students receive help on their homework and which do not. I try to take time to talk with those not receiving help in order to provide them the positive reinforcement and feedback they need. I also allow my students to correct their work. I do not think that putting a bad grade on a paper and handing it back does any good. The child has not learned the information, nor are they going to. By requiring the child to correct their mistakes, they are reviewing the material yet again and hopefully learning the material in the process.
Lindsay,
ReplyDeleteHomework is important. In my room homework is optional. I can not make it mandatory because many of my students do not grasp the concept the first time, and many of their parents can not assist them at home. Anyone who attempts the homework, even if it was not complete gets a ticket to be put into drawing to win a small prize at the end of the week.
Students who struggled with the homework will work one on one with myself or classroom para-pro during independent time. The students who complete their homework are displaying that they are continuing to put in effort towards their school work.
In regards to not passing back work with a bad grade on it, I also believe very highly in this. In my room I have a "C" policy. If students do not receive a grade of "C" or above then they have not learned it. My students will continue to complete the assignment until the concepts are understood. I do this for classwork and for tests. I have the support of my principal who agrees that no third grader should ever fail a class. My students enjoy it and so do the parents.
Julie,
ReplyDeleteI teach 2nd grade at my school and our principal has a no zero policy. To some extent I like this because it forces other teachers to allow students to redo the work, hopefully learning the concepts they missed. However, other times I do not agree with this. If a student flat out refuses to do the work or never turns anything in, I feel that in this situation a zero is the grade that they have earned. No effort has been put forth at all to be evaluated.
As far as my homework, I have found that a homework packet works best. This year I have had a surprising amount of parent support on these packets. I can tell because many of my kids who struggle in class, turn in perfect packets. I also send home sheets that cover the previous week's skills. Everything they are completing at home is something that we spent an entire week working on in class. This has also worked out well because none of the students can use the excuse that they didn't know what to do because they have already seen the material for a week.
Julie,
ReplyDeleteI love your idea about not requiring homework, but rather allowing them to make the choice and therefore take more ownership in their learning. In addition, I feel that offering them a ticket to maybe win a small prize at the end of the week is just enough incentive to keep them excited. I completely agree that students who earn a "C" do not really understand the concept. However, a "C" means they are on the right track, but just a missing a piece or two to make complete sense of it.
Overall, I am sure your students appreciate you adjusting their homework and giving them extra help. This shows that you care about their success and understand where they are coming from and what they go home to at night. Teachers like you make a difference to students because you show you care.