Task 1 Behaviorism IZT2, Learning Theories, Task One.docx IZT2, Learning Theories, Task One ey Elements and Effects of Behaviorism Behaviorism can be very important; as it can different effects in in a classroom set
...
Task 1 Behaviorism IZT2, Learning Theories, Task One.docx IZT2, Learning Theories, Task One ey Elements and Effects of Behaviorism Behaviorism can be very important; as it can different effects in in a classroom setting. Behaviorism, applied as a learning theory, works hand in hand with operant conditioning. Operant conditioning holds that we learn to or not to react to stimuli as a result from past positive or negative experiences. The behaviors can be strengthened and repeated or weakened with less occurrence, dependent on desired consequences or if the behavior is punished or ignored. When using a behaviorist approach in the classroom a few things that can impact teaching or learning are classroom management, instructional strategies, academic learning. I have learned that classroom management is one, if not, the most important parts to teaching. Using reinforcement with prompt feedback, classroom management will be more effective. B.F. Skinner developed a “teaching machine†that would question students and then provided them with prompt feedback to reinforce what they were learning. I believe this instructional approach could help positive and negative reinforcement. Giving praise, recognition, or a reward are ways to give positive reinforcement. Prompt feedback of praise, for example, could be given when a student is working without disrupting the class or if they finish an assignment. It is important to identify their accomplishment or their hard work using positive reinforcement such as; praise, acknowledgment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]