Chapter 9 Learning Log

What?
This chapter introduced the theory of behaviorism. This chapter demonstrates a very different theory from that of cognitive development and constructivism. Behaviorism is, by definition, a practical and concrete theory that can be measured and easily implemented.
Behaviorism is based on the idea that student learning is always signified by some form of behavioral change. This goes in direct contrast with cognition because cognitive theorists believe that learning goes on in the students’ minds and we can’t really measure how much is being learned.
Behaviorism deals largely with reinforcements and punishments in order to get our students to perform a desired behavior.

So What?
Our discussion about this chapter in class was very interesting. First of all, the professor created the discussion activity in a form very congruent with the theory of behaviorism by reinforcing our participation with stickers and treats. I don't know if it was the stickers, the sugar, or just the fact that the class felt strongly about the subject, but it was a very involved discussion.
It was so funny to me to watch as the class became so eager to share their opinions and comments about how reinforcement is a very base level technique and that we should rise above it. However, the same people seemed to be reacting well to the possible reward of a tootsie roll after getting 5 stickers.
Behaviorism seems to me to be a very effective and practical theory. It is almost like a necessary evil. I don't think that there is anything wrong with creating a token economy in our classroom and having to bait our students in order for them to learn. I don't think it cheapens the learning experience as much as my classmates seemed to.

Now What?
In 2004, the ogden school district was struggling severely with truency, low-performance on standardized tests, and an overall apathetic attitude toward education. My uncle, Mike Bennett spearheaded the program called "Earning for Learning" which was basically a token economy, to an exagerated degree.
The students were literally able to pick up food, essentials like hair-care products, and even prizes like a nintendo wii or iPod by earning their tickets or whatever. It is recorded that a student said, "I never knew that education could actually help me get what I really wanted".
I plan on using many of the techniques that are covered in this chapter. Students respond to these strategies, and even though their motivation may not be optimal, it is an effective starting point.