LET Tips: Behaviorism

Here are some items that would probably come out in the LET or the Licensure Examinations for Teachers. Take note, I don't have any affiliations to the Board of Professional Teachers. What I'm presenting here are just examples of the questions or shall I say the type and style of the questions usually being asked. I hope I made myself clear. Nevertheless, at least you will have an idea that the questions are not just simple memory recall but require you think very well. Please answer as you scroll down. The answers are at the bottom of the post.

1. The principal called for a faculty meeting about how can they improve instruction and enhance the learning of their students. Each teacher was asked to give a suggestion. Teacher Nimfa suggested that the physical classroom arrangement must be improved and must be flexible enough for the different activities prepared for the students. Teacher Nimfa's suggestion is that of a/an __________.
A. Idealist
B. Behaviorist
C. Perennialist
D. Realist

2. Teacher A wants to promote punctuality among her pupils. If she will employ negative reinforcement, how will she do this?
A. Give plus points for punctual pupils.
B. Exempt punctual pupils from cleaning the room.
C. Deduct points for late pupils.
D. Post a Most Punctual Kid Award in the class bulletin board.

3. Programmed Instruction is credited to which psychologist?
A. Jean Piaget
B. Sigmund Freud
C. B. F. Skinner
D. Ivan Pavlov

4. Riya is afraid of exams. Her teacher usually gives an exam every Friday. Now, Riya is afraid of Friday eventhough it is not certain whether or not her teacher will give an exam on that day. Which theory illustrates Riya's behavior?
A. Classical Conditioning
B. Operant Conditioning
C. Constructivist Theory
D. Connectionism Theory

5. Sir Miles always makes sure to give a Joke for the Day before he starts his class. Which is most likely the reason behind Sir Miles habit?
A. Law of Effect
B. Law of Exercise
C. Law of Conditioning
D. Law of Readiness

1. B; 2. B; 3. C; 4. A; 5. D

Applications: Behaviorism

The main application that the behaviorist psychology teaches us is the role of external factors in learning. The factors include the people around the learner, the reinforcements given and the learning environment either physical or psychological environment. The following are just some of the applications. Take note that you as a teacher can actually apply these theories depending on how you understood them as long as this will help in the learning of your pupils/students.
1. Use conditioning especially in establishing routines. Routines are very effective means not only in saving time but also in maintaining order inside the classroom. For example, a teacher will raise his/her hand and sign as if counting 1-3. This signals that papers should be passed at the count of three. (Pavlov's Classical Conditioning)
2. Drills help especially in retention and improvement of learning. Allot a time for drills, practice and exercise especially before giving a test. Remember to give feedbacks and point out the things that need to be improved. (Thorndike's Law of Exercise)
3. Let pupils have proper mind sets before starting a lesson. A pre-activity, mini-game, warm up exercise, songs, energizers, icebreakers and a lot more can be used by the teacher. As much as possible, avoid promising something that will excite the pupils/students and then at the end break it. This might cause frustration among pupils. (Thorndike's Law of Readiness)
4. Rewards can be an effective means to motivate learners. However, use this very wisely especially in giving material rewards. Also remember that inner and non-material rewards like self-fulfillment, self improvement, positive emotions, praises and compliments are more fulfilling than any material rewards. (Skinner's Operant Conditioning)

Behaviorism: Burrhus Frederick Skinner's Operant Conditioning

Burrhus Frederick Skinner or more popularly known as B.F. Skinner is one of behaviorists who believe on the S-R model of behavior. Like the rest of behaviorist psychologists, he concentrated on the observable behavior and external factors in learning. His theory is usually referred to as Operant Conditioning since this focuses on the behavior of an individual operating or instrumental in his/her environment. Sometimes this is also called Instrumental Conditioning. In short, the behavior of an individual is "instrumental" or "operates" that produces consequences. If this is reinforced, then more likely a conditioned response will take place. If punished, then the result will be otherwise. To make this simpler, I will just discuss the 2 major factors about this theory: Reinforcement and Punishment.

Reinforcement is a result that strengthen or increases the chances that a behavior will happen. This can be a positive reinforcer or a negative reinforcer. A positive reinforcer is something that is given or awarded. Examples are when teachers give candies, stars or plus points for very good pupils, or parents bought a new toy or dress for their child who is doing well in school. This can be in any form like toys, food, money and also verbal praises. On the other hand, negative reinforcer is something that is removed. For example, if pupils will be well behaved when the visitors arrived, they will have no test in their good conduct class, or if a child will get a high mark in his exam, he will not wash the dishes anymore. Take note, negative reinforcer is a reward. It is not a punishment.

A punishment is a result that decreases or discourages a certain behavior. For example, a teacher will give extra tasks to accomplish for those who didn't study their lesson, or will not allow the pupils to join in the game if they will be noisy.

Further, there is also the term non-reinforcement or behavior that are not reinforced will probably not be repeated like some pupil minor misconduct extinguished just by ignoring it

Behaviorism: Edward Lee Thorndike's Connectionism Theory

Connectionism Theory or simply S-R or Stimulus-Response Theory by Thorndike is actually one of the most applied theories of learning. It gave us the three laws of learning in which shall I say, most widely used theory in education. This theory states that learning is the outcome of the relationships between stimuli and responses. These relationships become habits and may be strengthened or weakened depending on the nature and the frequency of stimuli and responses themselves. Don't be confused when I say relationship or bonds. What I mean here is learning or a behavior is formed when we find a certain stimulus meaningful to us or have the strong "connection" that we respond to them. These connections become strong and can be further explained by Thorndike's Three Laws of Learning.

1. LAW OF EFFECT. Connections are strengthened if the consequence or the effect is positive. In short, behavior or learning will take place or be repeated if the result of such action is pleasant. For example, students would want to study more if they know that they will be given a reward or a treat when they will get high grades. On the other hand, connection between the stimulus and response weakens when the effect is negative. For example, students will not be noisy because they know that they will be scolded if they do so. However, Thorndike reiterated that negative consequences do not necessarily weaken the connections, same is true that positive consequences do not always guarantee the recurrence of behavior. For example, students already know the good effects of studying hard, but why is it that some students are still too lazy to study? Teachers impose consequences for those disobedient and naughty students but why are still some students who are "hard-headed"? But in general, this law can be really applied especially in the classroom setting though there might be some exceptions due to certain factors.

2. LAW OF EXERCISE. Practice makes perfect. This is the cliche that could best describe this law. This means that the more you do or practice a certain behavior, then it will be strengthened. Connection becomes strong. However, practice or exercise doesn't strengthened a behavior or performance without feedback. Feedback is necessary especially if we aim for an improved performance or behavior. So, practice with feedback makes perfect. Hehe...

3. LAW OF READINESS. Proper mind set is the key word in this law. This law states that the more "ready" an individual to respond to a stimulus, the stronger will be the bond between them. And, if an individual is ready to respond but is not made to respond, it becomes frustrating and annoying to that person. I would like to have my personal experience as an example. Our schedule for our licensure examination was scheduled September 27. We were very nervous, some are excited, the adrenalin is rushing through our bodies, and we are "ready" for "battle". But, because of the typhoon Ondoy, it was announced on the 26th, the day before the examination, that the test was cancelled and it will be held a week after. Some of us are really annoyed, frustrated, angry and even cried. Of course you know what I mean. This is also true if our board examination will be moved earlier in which we are not yet "ready" to take it. Of course, this is also frustrating and disappointing on our part to take the exam knowing the fact the we weren't ready. Now this is the law of readiness. Hehehe...

Behaviorism: Ivan Pavlov's Classical Conditioning

     Ivan Pavlov's Classical Conditioning is probably the most commonly given as example if behaviorism is being talked about. Ivan Pavlov by the way is a Russian psychologist, became a Nobel Prize winner, and is famous for his experiment regarding the dog, the meat and the bell.

     In his experiment, he divided the process into before, during and after conditioning. Before conditioning, he had the bell rung (neutral stimulus) and caused no response from the dog. A food (unconditioned stimulus) was placed before the dog and the animal salivated (unconditioned response). During conditioning, the bell was rung before presenting the food to the dog. After conditioning, the ringing of the bell (conditioned stimulus) alone triggered the dog to salivate (conditioned response).
    
     To make this more related to education, I would like to have this scenario. In the first days of school, Ms. Lulu asked her students to prepare a 1/4 sheet of pad paper (neutral stimulus) and the students had no problem with it. In the passing days, Ms. Lulu's difficult tests (unconditioned stimulus) made the students worry (unconditioned response). It became a habit of Ms. Lulu to ask the students to prepare a 1/4 sheet of pad paper because she will give a test. Soon, Ms. Lulu's asking of 1/4 sheet of pad paper (conditioned stimulus) alone made the students worry (conditioned response). This is classical conditioning. Hehehe... I hope that you get what I mean...

     Aside from these examples, these are also some of the findings of Pavlov illustrated by Ms. Lulu scenario
1. Students will still be worried even if Ms. Lulu will ask to prepare a 1/2 sheet of pad paper or a whole sheet of pad paper (Stimulus Generalization).
2. If Ms. Lulu will stop asking the students to use a sheet of pad paper in their tests and just require them to have a test notebook, the students will not be worried the next time she will ask for a sheet of paper (Extinction).
3. Students' worry will return or "recovered" if Ms. Lulu will once again ask the students for a sheet of pad paper in their test, but will soon extinguish again if they will use their test notebooks (Spontaneous Recovery).
4. Students learn to differentiate between papers that they use in test. For example, if Ms. Lulu will ask for a sheet of bond paper, most probably the student will not worry (Discrimination).
5. Once the students are now conditioned to be worried when Ms. Lulu's asks for a sheet of pad paper, another unconditioned stimulus can be made. For example, Ms. Lulu is holding a red notebook while she asks her students to prepare their sheet of pad paper. Soon, students will be worried when Ms. Lulu will hold her red notebook even before she will ask for a 1/4 sheet of pad paper (Higher-Order Conditioning).

Educational Psychology: Behaviorism

After Piaget, I would like to tackle on behaviorism. I think this topic really helps us understand more about human behavior in a tangible and more obvious way. In the field of education, these behaviorist theories have a great impact especially in the field of pedagogy as well as understanding the learners. But what is behaviorism in the first place? In the second place? Hehehe. Just kidding. But seriously speaking, what behaviorism really is?
In the most simple term, behaviorism concentrates more on observable and obvious behavior. What I mean is that this theory is more of the behavior that we can see, or the reaction or response of a person on a given situation or stimulus. It suggests that behavior can be learned by conditioning and reinforcements. Reinforcement by the way includes rewards and punishment. It doesn't focus more on the internal factors or the mental processes of humans rather more on the external factors.
There are a lot of behaviorist psychologists and their theories so I will discuss this one by one in the coming posts. I have nothing to do this summer so you might have noticed that I post almost everyday. At least this is a worthwhile pastime because I could have a chance to share what I know to others. Hehehe...













.