Running head: A BEHAVIORISTS APPROACH IN THE MODERN CLASSROOM

A Behaviorist Approach in the Modern Classroom

Kristie P. Clawson
Boise State University

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

Abstract
This paper will focus on the learning theory of behaviorism and how it has influenced the way
information is being taught today. Behaviorism has been an important theory in relation to
modern educational technology practices used in both traditional and todays technology-based
classroom settings. To better understand this theory and its accomplishments, this paper will
give an overview of what behaviorism is, it will inform the reader of its founders and major
contributors, and it will discuss how behaviorism is still alive and used in todays technologybased classrooms through direct instruction. Many believe that this theory of teaching is outdated
and should not be used. However, behaviorism has influenced many teaching strategies for the
better. In this paper, I am not trying to convince you that behaviorism is the only theory that
should be used. It is stated in several of the referenced articles that teachers need to use a variety
of theories when educating. A behaviorists theory may be extremely successful when teaching
step-by-step processes, where other theories would be more appropriate when teaching by
discovery. When the behaviorist approach is applied correctly, it can be very successful.

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

A Behaviorist Approach in the Modern Classroom

Behaviorism can be defined as the theoretical foundation for amplifying the
communication process by adding practice and feedback to the basic communication process
(Jonassen & Land, 2012). Behaviorists believe that it is the teachers job to impart the knowledge
and that it is not previous experiences. The goal is to teach the learner the knowledge of reality.
They believe that learning is not about self-discovery, but that it is a matter of training
responses to different stimuli. (Hickey, 2014). In other words, the teacher first needs to lay down
the foundation by modeling what is required. Then students complete the given problem and are
then given feedback as to what they did correctly or incorrectly. This feedback needs to be given
immediately (if possible). Once the student reviews the feedback, then they are usually given
more problems to practice until they are able to mimic what the teacher has taught until mastery
is achieved. At this point, the students are able to move on to the next concept or problem and the
process starts over again.
The history of behaviorism teaches us that the traditional behaviorist approach was based
on altering or creating a new behavior by way of reinforcement (both positive and negative).
Some believe that this is old school and should not be used when educating today. However,
the behaviorist approach will always be needed because learners will always need first, direction,
second, practice, and third, feedback. After all, how many teachers (or parents for that matter) do
we know who have used either positive or negative reinforcement (or both)? Just the simple
statement, If the class finishes this assignment before the bell rings, Ill let you go to recess
early (positive reinforcement), or, If you dont stop talking, Ill take five minutes away from
recess (negative reinforcement), shows that the behaviorist approach is still being used. Without

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

teaching the basics first, students could end up on the completely wrong path and never
understanding how to correctly complete the problem.
As stated above, this theory focuses on both positive and negative reinforcement, which
in turn can be equated to rewards and punishments. For example, if the correct answer is given
then the learner receives positive reinforcement or a reward (like an A letter grade). When the
incorrect response is given, then the learner receives negative reinforcement or a punishment
(like a D or F letter grade). To further this theory, we also need to consider positive punishment
and negative punishment. Lets reexamine the reinforcements and punishments:

Positive reinforcement: Hey Jane, you did awesome on that test!

Negative reinforcement: We wont be excused until everyone is sitting quietly.
Positive punishment: Because you goofed off in class and did not complete the

assignment, I am assigning you ten more problems.

Negative punishment: You wont receive any participation points today because you
were very disrespectful.

Regardless of the type of reinforcement or punishment, students need this feedback in order to
learn how to use the 21st century skill of problem solving. They need to be able to decide if they
want to continue with the behavior, or if they want to alter the behavior to gain a different result,
and in turn positive reinforcement.
The behavioral learning approach has gained some negative criticisms. Some say the
learner has no free will and that the stimuli rules the individuals behavior. Behaviorists have the
idea that the learner is a blank slate (Hickey, 2014). This learning theory is founded upon the idea
that individuals gain knowledge by way of incentives and the learner is characterized as being
reactive to conditions in the environment as opposed to taking an active role in discovering the
environment (Ertmer & Newby, 1993). In behaviorism, learners are also described as passive,
meaning that the learner is not being interactive or engaged in the learning process (Valdez,

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

McNabb, Foertsch, Anderson, Hawkes, & Raack, 2000). These learners were simply following
step-by-step instructions rather than discovering on their own. While discovery is an import
process for students to learn, students need to understand the basics before discovery is possible.
Otherwise they would spend too much time finding out how not to resolve a problem rather the
mastering how to resolve the problem correctly.
Something that needs to be mentioned is that behaviorism is evolving and changing to fit
in with todays technology-based classrooms. The behaviorists learning theory is not just lecture,
practice, feedback, repeat anymore. Technology has enhanced the way instruction is given. It has
also been the basis for educational technology tools currently being used in the classroom (which
will be discussed later).

Contributors
When the word behaviorism is said, it seems as if the name Pavlov is what pops into
peoples mind. Although he was one of the major contributors of the behaviorism theory, others
include, John B. Watson, E.L. Thorndike, and B.F. Skinner.

Pavlov is well known for his observations with classical conditioning and how it applied
to animals (mainly the salivary gland). His experiments demonstrated that reflexes can be
a trained response.

Watson believed that individual behavior was determined by the different learning
experiences. He based his studies using Pavlovs observations by applying classical
conditioning to emotional responses.

E.L. Thorndike focused his studies on operant conditioning, where individuals learn from
the consequences.

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

B.F. Skinners studies were based from Thorndike however, Skinner used reinforcement
in order to change the animals behavior (Internet Encyclopedia of Philosophy).

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

Although the previously mentioned men were the originators of the behaviorism theory, this
theory is not set in stone. It has adapted and become extremely influential in the modern
classroom.
Modern Classrooms
A more modern take on behaviorism is direct instruction (DI). Rooted in behavioral
theorythe direct instruction of Siegfried Engelmann is not well into its third decade of
influencing curriculum, instruction, and research (Magliaro, et al., 2005). The DI models main
focus is the interactions between the teacher and student (this has not changed from traditional
behaviorism). However, one way DI has changed with the times is with the increase of distance
learning courses that are being offered. Direct instruction can be implemented more regularly.
Magliaro, Lockee, & Burton (2005) gives the example of Web-based instruction and how
educators now have the ability give direct instruction by posting step-by-step examples for
learners to follow.
As stated earlier, behaviorism (or direct instruction) has been given a negative label and
Magliaro, et al. (2005) quoted others stating that this theory is harsh, inflexible, and
depersonalizing approach (Magliaro, et al., 2005). However, it has also been stated the DI has
its place in education. In fact, direct instruction seems to be what educators prefer to use when
learners need direct practice in completing the task at hand. For example, in mathematics,
students need to use direct practice in order to correctly solve the equation/problem, or when
learning to write in code. These types of activities usually need to be completed in a certain order
or the results will not be correct. Maglario, et al. (2007) describe six components that reside
within direct instruction. They are:

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

1. Materials and curriculum need to be broken down into small steps that need to be
completed in a certain order. Step-by-step problems are an example.
2. Objectives must be clearly stated in terms of learner outcomes or performance. What
exactly do you want the learner to accomplish?
3. Learners are given opportunities to connect this new information to what they already
know. They are starting to build some sort of scaffolding of knowledge.
4. Learners are given practice with each step or combination of steps. This can be given as
an in-class assignment or homework.
5. Learners experience additional opportunities to practice that concept and in turn it will
increase responsibility and independence.
6. Feedback is given after each practice opportunity. Prompt feedback is vital.
Looking at these concepts, one can see that the overall goal for students is to have them
understand, practice, and master the concepts being taught.
Bricklin, Bricklin, & Lloyd (1977) quote Siegfried Engelmann as saying, Children can
be taught if we employ the technology needed to teach them. In todays society we all know that
children are interacting with technology at an exponential rate. Students are able to manipulate
and use these technologies to satisfy their needs and wants, so why not use this as an advantage
and teach students with this technology that they connect with so strongly. Technology is
definitely changing the way students learn and in turn it needs to change the way we teach.
In todays educational world, technology is affecting the way teachers present the
material they desire their students to learn. Keep in mind, however, that some teachers do not
want to create lessons where technology is the main concept, but rather they want to use
technology that will support the content of the lesson. In order to assist these desires, computer-

A BEHAVIORIST APPROACH IN THE MODERN CLASSROOM

based programs have been designed to mimic the direct instruction approach. These programs
provide feedback, remediation, and guided practice, which are all essential components of the
DI process and all of which contribute to its effectiveness (Maglario, et al., 2007). These types
of programs can be found all over the internet. Some programs are free to use while others
require payment. McGraw Hill Education has dedicated a website strictly for direct instruction
programs. The web site gives example lessons but it does require payment if you want complete
access (if interested heres the web address: https://www.mheonline.com/discipline/tags/1/3/).
These are not just math related programs. There are practices for spelling, reading (different
aspects), and writing (again looking at different aspects). One example of a free web site for
direct instruction and math is Fun Maths at http://www.funmaths.com/.
Even as a licensed teacher I am required to take short quizzes at the beginning of every
school year that give me instant feedback. If I answer a question incorrectly, the program gives
me the reference I need to read in order to learn the correct information. Then I am required to
retake the quiz until 100% accuracy is received (mastery). Any program that requires the learner
to progress only after mastery is obtained, has been influenced by behaviorism or direct
instruction. Educators around the world are having students access these types of programs and
with successful outcomes. Personally, I have used a PowerPoint presentation as a test review that
forces the students to select the correct answer before they are able move on to the next slide. For
the most part this works fairly well (especially for the students who take it more seriously).
Other types of technology that can help DI be successful in the classroom setting can
include, but are not limited to:

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Web-based classes or projects: Having students follow step-by-step instructions

with the instructor first, and then asks the students practice the same steps on their
own to come up with a similar product.

Online games: Games that make the user start over when they make a mistake can
help students learn how to go through steps without making mistakes. This goes
back to behaviorism at its core (positive and negative reinforcement depending on
the behavior or outcome).

Educational programs: For example, LanSchool is a program that allows teachers

to take control of a students computer or allows the teacher to show their
personal screen to the students. This allows students to see what steps need to be
completed when their screens are released.

As teachers, we need to take advantage of all the technology resources possible. This is
how the upcoming generation is learning, and we need to make sure we are learning with them.
Direct instruction and educational technology can help teachers bridge the gap between
understanding and mastery.
Conclusion
Behaviorism (or direct instruction) is an educational approach that has been around for a
very long time, and honestly, it is here to stay (even if that means it needs to evolve even more
that it already has). It has been both reproached and idolized, and it has evolved to acclimate into
the modern classroom. The fact is, is that behaviorism has overwhelmingly influenced
educational technology, and this seems to have been for the best. It has been the basis of multiple
technology-based programs that have been extremely beneficial for both the educator and the
learner alike. When students are able to receive instant feedback, they immediately know that

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something was either completed correctly or incorrectly. If an incorrect result was indicated, the
student then has the ability to make corrections in order to receive correct results until mastery
has been reached. Mastery has been a major focus for behaviorists; teaching students how to
correctly solve a problem through positive and negative reinforcemnt. As an educator, this is
what we desire for every student that walks through our classroom door.
There has been a great deal of research and several studies completed on teaching
theories. Some of this research has been biased and tries to convince educators that using that
one theory is beneficial, while other research shows that using a combination of theories
(depending on the content) is more successful. The majority of research completed for this paper
agreed that using multiple theories is best for all stakeholders. When two professors at San Diego
State University in California tried to create a program that used a complete constructivist
approach, their findings were that students did not feel prepared to enter the workforce. When
they changed and used behaviorism, cognitivism, and constructivism within their program, the
overall feeling was that the group of students who experienced multiple theories felt more
prepared than the previous group (Ritchie & Baylor 1997). Ultimately, it is up to the teacher and
students to decide which theory is most effective. No matter which theory is being used,
educators need to make sure it benefits the students. We also need to realize, whether we like it
or not, technology is ever changing and enhancing the way students learn and the way educators
teach within all theories.

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References
Bricklin, B., Bricklin, P., & Lloyd, J. (1977). Your Child Can Succeed (Book Review). Journal
Of Learning Disabilities, 10(10).
Elementary: Direct Instruction. (2015). Retrieved from
https://www.mheonline.com/discipline/tags/1/3/
Ertmer, P., & Newby, T. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical
Features from an Instructional Design Perspective. Performance Improvement Quarterly,
55-57.
Hickey, G. (2014). The Importance of Learning Philosophies on Technology Selection in
Education. Journal of Learning Design, 7(3), 16-22.
Behaviorism | Internet Encyclopedia of Philosophy. (n.d.). Retrieved from
http://www.iep.utm.edu/behavior/#SSH1a.iv.
Jonassen, D., & Land, S. (2012). Theoretical foundations of learning environments (2nd ed.).
New York, NY: Routledge.
Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct Instruction Revisited: A Key
Model for Instructional Technology. Educational Technology Research &
Development, 53(4), 41-55.
Ritchie, D., & Baylor, A. (January 01, 1997). Teaching with Technology: Finding a Workable
Strategy. Techtrends : for Leaders in Education & Training, 42, 4, 27.
Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., & Raack, L. (2000).
Computer-based technology and learning: Evolving uses and expectations (Rev. ed.).
Oak Brook, Ill.: North Central Regional Educational Laboratory.

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High school math Funmaths.com. Free high schhol math worksheet, mathgame, puzzles, teach
resources (n.d.). Retrieved from http://www.funmaths.com/