Description: Qualified teacher and Private Tutor, Nazash, shares her thoughts on the secret behind student learning and how behavioural pedagogy plays a crucial role.
Whether we know it or not, Pedagogies (the science of learning) affect us tutors/teachers and how our students learn. In this article, we will be looking at behavioural pedagogy and the forces that come into play when we set detention or give a hard-earned reward.
What is Behaviourism?
Behaviourism is the study and judgment of a student’s learning through observable behaviours. The central belief of a behaviourist is that they learn through reinforcements. These reinforcements can include constantly what they are doing right or wrong. Teachers observe this through a range of ways including homework, classwork, test scores and more.
The pedagogy is based on the notion that all behaviours are learnt through interaction with our environments. The innate and inherited factors play little or no role. For a student, this means that the more positive and calm the learning environment. The better quality of focus and work from the student as they will be in an environment. This ensures motivation and encouragment for students to learn.
The History of Behaviourism
In 1989 Pavlov’s dogs became one of the most popular experiments to show that behaviour is learnt through by environment. In this experiment, Pavlov rings a bell to alert the dogs that food was being given.
After a couple of times, on hearing the bell ringing the dogs would begin to salivate. They expected the food before they even saw it. This went on to prove the behaviourist theory. It shows us that our environmental experiences are the motivation of how we act.
Applying this in a Classroom/Learning Setting
The most common way behaviourism applies in a classroom setting is through positive reinforcements and rewards. To reinforce positive behaviours from students as well as deter others from disruptive behaviour.
By rewarding good behaviour/ achievements with rewards and sanctions this would be the stimulus. The response would be the desired behaviour that the teacher or tutor requires from the students.
One example is by assigning positive points for certain behaviours which can range from completing homework to completing extension tasks. Completing extension tasks would give students 10 more points than just two from completing homework.
Overtime by observing students that will be aiming for the higher reward points and as a result, more students will be finishing their work as well as trying the extension. This in essence improves classroom practice and the overall expectation and success of students.
Is this Effective for Everyone?
There is much debate as to whether this approach is fit for every student. Some students adapt well to this strategy and are ‘quick on the ball’ to change their behaviour for the better however some students are still quite reluctant to change.
In these cases, there is nearly always another external factor that is in play for example factors that are occurring outside of school that we are unaware of. Other reasons may include learning difficulties, behavioural issues and SEN students who may just not feel like they are as able as others in the class and as a result do not see a point in learning’ (Binder, 1928).
Overall, behavioural learning/behaviourism can change our way of teaching and learning immensely over the last decade. It has been proven several times over the years how it has influenced and bring out the best in students. It is a practice I greatly believe that all teachers/tutors should acknowledge in their teaching practice to ensure great attainment from all.
By tutor Nazash. Contact Us