Behaviorism has developed unwarranted negative connotations in the education field over the last few years (Orey, 2008). But as I explore the theory behind behaviorism, I realize that it has always had a place in my classroom. I personally may not have been aware of the practice of behaviorism in my classroom, but it has been there in the form of teacher-student conferences about writing, providing immediate feedback about inappropriate behavior, and the computer tutorials that are sometimes used.
My next move toward behaviorism will be evident as I implement the Effort Rubric found in our textbook. If there is negative fallout from the rubric, it will occur because of student choices, not because of me. I see this rubric as a way for students to begin to accept responsibility for their actions, rather than hearing that all too common refrain, “The teacher doesn’t like me.” Another use for charting student effort is it can be used to provide feedback to parents when they ask, “How is my child doing in your class?” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Having just conducted this type of meeting with a parent whose child will probably not leave the junior high this year, the rubric has hit close to home. Even with the students doing their own charting and receiving immediate feedback to help change their behaviors, I do see this becoming a valuable piece of documentation for teachers.
The working philosophy behind behaviorism is the immediate feedback, hopefully more positive than negative. The sooner we can let our students know what they are doing incorrectly, the sooner they can alter their own learning. That is what makes peer revision, and even teacher-student revision, so valuable when teaching the writing process. Another way to make behaviorism more effective is for the teacher to write with his/her students and ask for feedback from the students. They get to “reward” the teacher while practicing some very basic skills, if
the teacher plans her writing that way… :P
Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist learning theory [Motion picture]. Behaviorist learning theory. Baltimore: Dr. Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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9 comments:
Hi Virginia,
I know your frustration at trying to explain to parents why their child isn't doing well. How are we to know how much the student studied or why they didn't do their assignment? Why don't they try asking their child! Your idea of using the effort versus achievement rubric seems like it would be helpful in showing not only students, but their parents why they aren't performing to the best of their ability!
I agree that the effort rubric in our text is a wonderful idea. Isn't it amazing that, not only do students use the 'she doesn't like me' excuse, but that some parents actually believe it? Requiring the students to grade their own efforts, and then requiring parents to sign it weekly, adds another dimension to the parent-teacher conference.
Hi Virginia,
I agree with April & Susanna. Using the rubric always explains things better than telling a parent. With the rubric, parents will see(on paper)exactly what their child is doing. I experience the same frustration. It just saddens me though when you talk to a parent and they ask you for help, because their child is out of control and won't do anything they tell them. Have you ever experienced that before? What did you tell the parent?
After every performance, I have my students do a self-reflection essay by answering four basic questions about the overall performance. I do this before we talk about it as a class and sometimes even before I give them my comments. I want them to be able to reflect on the experience and see how to improve the next one without just restating my thoughts. The final step is giving themselves a grade. When they are asked to grade their effort, often they are harder on themsleves than I am. The effort rubric is a great resource. But it is only valuable when the students are honest with their answers. Most usually are.
Many times each year, I tell the students that they need to study aat least 15 minutes a night to learn to speak another language and that classroom time alone will not equal success. I look forward to trying to use the effort rubric next year and be able to demonstrate this concept to the student so much better. I often hear: "I am just not good at languages." or "I didn't understand the homework so I didn't do it." Hopefully as they see their effort pay off in good grades they will apply themselves more. It will be interesting to find out the success we will all experience after implementing the effort rubric. (At least it will be another tool to take to the parent conference.)
Kerry, I always worked harder for my music teacher than any other class. Why? Because it was my choice to be there. I think there may be a slight advantage there as far as effort goes. Plus, as a musician, I believe that, as far as brain research goes, we are using more areas of our brain at once.
Farena, I had an ugly conference with a parent just last week. I sure was wishing I had already implemented the effort rubric! I am a strong teacher and can be very top down when required. Often when our In School Suspension monitor cannot come to school, they put those kids in my classroom because I can still do my teaching while monitoring ISS. Last week, I shared the computer lab with the ISS monitor as our rooms were HOT! The computer lab and the offices are the only place on campus with central air. One of her students would not listen to her and kept interrupting my instruction. Since he was a student of mine also, I gave her his mother's phone number at work and we called her. She immediately came in to discuss the issues. He told her we were both lying about him. He told her to shut up. He told her he was glad our on campus parol officer had been hurt in a motorcycle accident. Mom sat there and took it all. That's when I got angry. I chewed on him and told him that no one deserved to put up with his bad manners and lack of concern for others. Mom agreed, but nothing is going to change, not until she stands up and makes him quit bullying her.
As a special education teacher, I already do a lot of documentation as I keep logs of students' behaviors and progress. When I have meetings with parents, I have data to share with them. I like the idea of sharing the effort rubric with them, also. If students fill them out truthfully, their parents can see how hard their children are working. This is a very helpful tool for all who are involved
Hi Virginia,
As a music teacher, I have always had a hard time with giving feedback in a thoughtful and productive way. I like the concept surrounding the rubric, but have never really taken the time to formulate one. After this week's resources, I believe that using the Effort Rubric, and tweaking it a little for my subject is the way to go. In music, effort is the key. I think that by implementing an effort rubric will be a good start in getting my students more active in my classes.
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