ETEC 512: Thought Paper 1 - Behaviorism

Caleb Poole

September 18, 2016

Sunah Cho
 Behaviorism is an approach that can be observed extensively in schools today. In

classrooms ranging from kindergarten through grade 12, teachers use a variety of approaches and

techniques to try and shape the behavior of their students. Ultimately, this is with the hopes of

creating a safe, positive learning environment built on the foundation of appropriate individual

behavior. Having examined a number of scholarly papers this past week, I have to conclude that

systems based on behaviorist theories are highly effective for shaping a learning environment.

However, behaviorist theories are unable to explain exactly how learning is taking place.

In their examination of the Color Wheel System (CWS), Fudge et al. (2008) determined

that a strong, behaviorist based system is highly conducive to establishing on task behavior in a

grade 2 classroom. Having a clearly defined class-wide system, the teacher was able to

effectively manage class behavior through the use of a visual reminder. In their examination of

various behaviorist approaches, Emmer and Stough (2001) clearly illuminate how these systems

are highly effective for encouraging positive student behavior, ultimately ending with successful

academic experiences. Both of these sources lack any evidence relating to how behaviorism

positively impacts a specific concept being taught.

In my own classroom, I use a behaviorist approach in attempt to shape student behavior.

Through the use of a token economy, students are monetarily encouraged to stay on task and be a

positive impact on the learning environment. The entire goal of this system is to keep students on

task and engaged in the most general sense. It is not targeting a specific lesson or subject, rather

focusing on every classroom moment. In my experience with the classroom currency, I would be

unable to communicate how it directly impacts learning in a specific lesson or series of lessons.
Works Cited

Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational

psychology, with implications for teacher education.Educational psychologist, 36(2), 103-

112.

Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J., & Bliss, S. L. (2008).

Increasing on-task behavior in every student in a second-grade classroom during

transitions: Validating the color wheel system. Journal of School Psychology, 46(5), 575-

592.

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,

teaching, and technology.