Through 21st-century teaching and learning, teachers interact with smarter and
informative pupils. Thus, the teacher's understanding of learning theory is important
for the optimal development of pupils' potential.
1. Discuss the implications of the behavioral learning theory on the effectiveness
of teachers’ instructions in the classroom. (800 words)
INTRODUCTION
Behaviorism, or the theory of behavioural learning is a common notion that
focuses on how students learn (McLeod, 2020). Behaviourism focuses on the idea
that all habits are learned through experiences with the surroundings. This learning
theory claims that habits are learned from the environment and says that behaviour is
very little influenced by innate or hereditary influences. Every teacher knows that they
will generally have a student who is hard to handle and deal with in class (WGU,
2020). Their behaviour is typically difficult to control, and it can be an extra burden to
get them to pay attention and avoid disrupting others. Hence, the teacher should
apply these implications of theories such as classical conditioning, operant
conditioning and negative reinforcement to improve the effectiveness of teachers’
instruction in class.
THEORIES
First and foremost, applying the acquisition of Classical Conditioning by Ivan
Pavlov. It requires learning to equate an unconditioned stimulus that already
produces a specific response with a new stimulus so that the new stimulus generates
the same response (Leod S.A, 2018). Teachers are able to apply classical
conditioning in the classroom by developing a pleasant classroom atmosphere to
help students overcome anxiety or fear (C. Kendra, 2020). For example, repeatedly
pairing an anxiety-provoking situation, such as performing in front of a group, with a
pleasant environment, helps students learn new associations. Instead of feeling
nervous and tense in these circumstances, the student can learn to remain calm and
comfortable. Teachers also need to be mindful of timing (S. Emily, 2020). If there is
too much delay between introducing a conditioned stimulus and an unconditioned
stimulus, the students may not be able to create a connection between the two. The
most successful method is to show the Condition Stimulus and then rapidly add the
Unconditioned Stimulus so that there is overlap between the two. As a rule, the
greater the delay between the UCS and the CS, the longer acquisition will take.
Next, applying Law of Effect of operant conditioning by Edward Thorndike
(1898). Responses closely accompanied by satisfaction are implied to be firmly
attached to the situation and hence more likely to recur when the situation is
repeated (K. Cherry, 2020). The teacher can add something to the situation in order
to encourage behaviour (E. Swaim, 2018). For the learning to happen, reinforcement
is needed. For example, the teacher can use reward systems such as giving praises
or giving presents when students complete their exercises or tasks, getting the
excellent or full mark in their examination. By doing that, students are encouraged to
do better and be consistent in cooperating in the classroom. At the same time, by
using praise, the teachers show the student how to recognise when they do well and
feel proud of themselves. The teacher should be aware to not give complicated
instruction to get the same output as giving simple instruction from the students. This
is when any behaviour followed by pleasant consequences is likely to be replicated,
and any behaviour followed by unpleasant consequences is likely to be avoided by
students. (A. Sahib, 2017).
Last but not least, negative reinforcement in built-up operant conditioning by
B.F. Skinner. It involves a response or behaviour that is strengthened by stopping,
removing, or avoiding a negative outcome or aversive stimulus (Gans, MD, 2019).
Teachers can use negative reinforcement to motivate students and change their
behaviour (Y. Dictionary, n.d). For example, the teacher will be giving more work
during the weekend or holidays if their student didn’t finish their tasks during
weekdays. Student hates homework during the weekend because most of them want
to play and do not want to think about school work. To avoid their leisure time to be
taken away by doing extra homework, they will complete their weekdays’ tasks as
soon as possible. Negative reinforcement can be an effective way to strengthen the
desired behaviour (Steven, 2019). But, teachers must remember that it is most
efficient when reinforcers are presented immediately after actions. If there is a long
time between the behaviour and the reinforcer, the response will likely be weaker.
In conclusion, the fundamental element of behavioural learning theories is a
behavioural modification based on the stimulus-response model, the mechanism of
responding to something directly coming from outside (W. Lynn, 2018). The stimulus
to learning is a stimulation offered to students to boost their learning spirit. Suppose
the teacher wishes to create a better learning experience in the classroom. In that
case, it is necessary to understand the philosophy of learning in order to be ready for
students and the classroom. When teachers understand more about psychology and
how students learn, the teacher will be much more likely to be successful as an
educator to improve the effectiveness of the teachers’ instruction in the classroom.
REFERENCES
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