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    Thought Paper 1

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    This document discusses behaviourist principles in educational settings. It notes that while behaviourist strategies like rewards and punishments can elicit desired student responses, they do not account for cognitive processes or explain how learning occurs. Behaviourism provides no indication of whether students value systems or would respond without incentives. Learning is a covert process involving emotions, intellect, and environment, not just stimuli and responses. Behaviourists would benefit from considering cognitive perspectives to understand how observable behaviours relate to unobservable thinking.

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    Thought Paper 1

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    211 views4 pages
    This document discusses behaviourist principles in educational settings. It notes that while behaviourist strategies like rewards and punishments can elicit desired student responses, they do not account for cognitive processes or explain how learning occurs. Behaviourism provides no indication of whether students value systems or would respond without incentives. Learning is a covert process involving emotions, intellect, and environment, not just stimuli and responses. Behaviourists would benefit from considering cognitive perspectives to understand how observable behaviours relate to unobservable thinking.

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    This document discusses behaviourist principles in educational settings. It notes that while behaviourist strategies like rewards and punishments can elicit desired student responses, they do not account for cognitive processes or explain how learning occurs. Behaviourism provides no indication of whether students value systems or would respond without incentives. Learning is a covert process involving emotions, intellect, and environment, not just stimuli and responses. Behaviourists would benefit from considering cognitive perspectives to understand how observable behaviours relate to unobservable thinking.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    211 views4 pages

    Thought Paper 1

    Uploaded by

    api-236492991
    This document discusses behaviourist principles in educational settings. It notes that while behaviourist strategies like rewards and punishments can elicit desired student responses, they do not account for cognitive processes or explain how learning occurs. Behaviourism provides no indication of whether students value systems or would respond without incentives. Learning is a covert process involving emotions, intellect, and environment, not just stimuli and responses. Behaviourists would benefit from considering cognitive perspectives to understand how observable behaviours relate to unobservable thinking.

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    © All Rights Reserved
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    Download as doc, pdf, or txt
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    1

    Running head: Thought Paper 1

    Thought Paper 1: Behaviourist Principles in Educational Settings


    Gurpreet Koonar
    University of British Columbia
    ETEC 512 64A
    Instructor: Jennifer Shapka
    September 14, 2014

    Behaviourism is a simplistic approach to understanding human behaviour. It does not


    account for alternate styles of learning with the absence of punishment and reinforcement.
    Behaviourist strategies have been proven to elicit a desired student response when educators
    implement approaches which can be observed quantitatively. According to Standridge (2002),
    behaviour is concentrated on stimuli as well as the connections made by the learner. Methods
    such as rewards, contracts, group points and the color wheel management system strengthen
    classroom management and assist educators in controlling behaviours which disrupt learning.
    However, despite the efforts of these approaches to facilitate learning, these techniques are
    inadequate to explain how a learners thought process created an appropriate learning behaviour.
    Independently, behaviourist classroom management techniques do not describe why or
    how learning has occurred. Within the video, the English teacher praised her students for their
    success on the bar charts, however there was no indication to the process which took place to
    reach the goal. Similarly, the color wheel management system provided greater on task behavior
    but failed to account for whether students valued the system. With classroom rules displayed on
    the walls, would students respond proactively without the incentive? The lack of evidence
    suggests that behavioural theories do not take into account influences such as feelings, thoughts
    and moods.
    Learning is a covert process which brings together emotional, intellectual and
    environmental experiences for obtaining, enhancing or making changes in ones knowledge.
    Learning how to study for an exam, for instance, requires knowledge of organization, selfdiscipline, planning and time management. Similarly, the construct of learning requires more
    than reinforcements and punishments which rely on a stimuli-response formula to measure
    behaviour. Behaviourists would benefit from an information processing perspective to

    understand that observable behaviours can be used to make implications about cognitive
    processes which cannot be observed.

    References
    Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,
    teaching, and technology. Available online: http://projects.coe.uga.edu/epltt/index.php?
    title=Behaviorism

    White, E. (2010, March 24). Classroom Observation [Video file]. Retrieved


    from https://www.youtube.com/watch?v=RY3t2sijb4M&feature=related

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