DEM 603

Advanced Philosophy of Education

BEHAVIORISM
S T U US
S T I MU L U S
E S P S E
R E S P ON S E
S N E R
S K I NN E R
N I ME N
P UN I S HM E N T
E T I C T I
E X T I N C T I ON
What is BEHAVIORISM?
• A psychological theory that
claims all mental states can
be reduced to statements
of observable behaviors.
• In learning theory, the claim
is all learning is based on a
stimulus-response
relationship.
What is BEHAVIORISM?
• In the classroom,
Behaviorism is often linked
to “rewards” or positive
reinforcement.
• Changing behavior.
According to Zirpoli (2005), the basic principles or
philosophical foundations of behaviorism are as follows:
• Most behaviors are learned.
• Most behaviors are stimulus specific.
• Most behaviors can be taught, changed, or modified.
• Behavior change goals should be specific and clearly
defined.
• Behavior change programs should be individualized.
• Behavior change programs should focus on the here and
now.
• Behavior change programs should focus on the child’s
environment (p. 13).
Philosophical Foundations of Behaviorism
Proponent Theory/ Philosophy Educational Implication
Edward Connectionism What the students learn today must be connected in some ways to what they did
Thorndike previously or what they are going to do in the future.

Ivan Pavlov, Classical Conditioning simply means learning. Individual learn automatic responses. They are
John Watson Conditioning basic physiological or emotional responses that learned overtime.
What teachers can do in the classroom to help students condition appropriate
behavior.

B.F. Skinner Operant These are totally unrelated behaviors that people learned because they are needed
Conditioning and helps them succeed but they are not normally bodily functions. Operant can be
gained, changed and/or lost.
Learning appropriate behavior because I’m going to be rewarded (because something
good Is going to happen to me).

Albert Observational Students learn from what they observe and see. Either good or bad, they imitate, copy
Bandura learning or model. It is important for teachers to understand why they need to be role models.

Robert Gagne Hierarchy of Learning happens in a particular sequence. From simple to complex. From concrete to
Learning abstract. It must follow certain steps.
Curriculum in a Behaviorist Classroom
• The focus of the curriculum in a
Behaviorist classroom is not the
curriculum itself.
• Rather, it is on the environmental
variables within the classroom (i.e.,
the teaching materials, instructional
methods, and teacher- classroom
behaviors), as each of these variables
directly influence the learner’s
behavior (Witrock, 1987).
Curriculum in a Behaviorist Classroom
• An example of an environmental
variable would be the disciple plan. As
demonstrated in the picture below,
this behavior chart outlines what the
behavioral expectations are for the
students in the classroom.
 CURRICULUM DESIGN
In a Behaviorist classroom, curriculum is designed in a very
prescriptive manner. The reason for this is that students are
expected to master the curriculum being presented. To help
students achieve mastery, instruction is presented in a step-by-
step approach.

Step One: A stimulus is provided by the teacher.

Step Two: The learner responds to the stimulus.
Step Three: Reinforcement is provided by the teacher.

When creating curriculum, the teachers focus is on results. To

see if results are met, the teacher carefully analyzes student
outcomes. If outcomes are not met, more programed instruction
is implemented to achieve desired behaviors.
 INSTRUCTION IN THE CLASSROOM
• Behaviorist theory of instruction is focused on
providing reinforcement for behaviors that have
been identified as appropriate for the learning
environment.
• To achieve these behaviors, a variety of
instructional methods can be applied. The key is
to make sure that any instructional method that is
implemented can be observed and measured.
• For example, students might work on the
computer so that they receive immediate
feedback and reinforcement
Behaviorist Techniques Employed in classrooms
Standridge (2002)
• Behavioral Contracts: Simple contracts
can be effective in helping children focus
on behavior change.
• Consequences: They can occur
immediately after a behavior and may be
positive or negative, expected or
unexpected, immediate or long-term,
extrinsic or intrinsic, material or symbolic
(a failing grade), emotional/interpersonal
or even unconscious.
Behaviorist Techniques Employed in classrooms
Standridge (2002)
• Positive reinforcement: The presentation
of a stimulus that increases the probability
of a response (i.e., smiling at students after
a correct response).
• Negative reinforcement: Increased
probability of a response that removes or
prevents an adverse condition (i.e., perfect
attendance is rewarded with a “homework
pass”).
Behaviorist Techniques Employed in classrooms
Standridge (2002)
• Punishment: Involves presenting a strong
stimulus that decreases the frequency of a
particular response (i.e., students who fight
are immediately sent to the principal).
• Extinction: Decreases the probability of a
response by contingent withdrawal of a
previously reinforced stimulus (i.e., a teacher
gives partial credit for late assignments; other
teachers think this is unfair so the teacher
decides to then give zeros for the late work).
 TEACHERS ROLE

The teacher is the center of instruction in the Behaviorist

classroom. It is his or her role to ensure that the classroom is
properly managed in order to ensure that student learning can
take place.
1. Identify expected student behavior so that behaviors that are
appropriate and inappropriate are identified before
instruction begins.
2. Translate expectations into procedures and routines by
creating basic rules of conduct for the classroom.
3. Monitoring classroom events, timely and accurate addressing
of inappropriate behavior, apply a reward and accountability
system, creating a checklist for completed assignments, and
monitoring class participation/engagement.
 STUDENTS ROLE

The behaviorist philosophy assumes the following two

things about students:

1. First, every student is capable of, and predisposed

too, modifying or changing his or her behavior.
2. Second, every student is capable of learning new
behavior.

Based on these two assumptions, the students role is to

learn to modify or change a learned behavior based on
the introduction of specific stimuli from the teacher.
 For students, better classroom performance is achieved
through behavior modification when the following six basic
components are in place:
1. Clear articulation of the desired outcome including stating
what students must changed and how behavior will be
evaluated. For example, increased student participation in
class discussions as measured by tally marks teacher notes
each time a student participates in class.
2. Development of a positive and nurturing environment
where students feel safe and comfortable. For example,
calling on a student to share an answer when you know
they can successfully provide the correct answer.
3. Identification and application of appropriate intrinsic and
extrinsic rewards. Note – each student may require a
different type of reward.
 For students, better classroom performance is achieved
through behavior modification when the following six basic
components are in place:
4. Reinforcement of desired behavior until the
student is able to independently apply
behaviors in class.
5. Gradual reduction of rewards so the student
does not require them to display desired
behaviors.
6. Evaluation and assessment of behavior
modification techniques to ensure teacher
expectations and student results are what are
desired (Brewer, Campbell, & Petty, 2000).
 Do you believe every students  How important do you think it
is capable of, and predisposed is to have behavioral
to, modifying of changing his objectives in the classroom?
or her behavior? Why or why
not?
 REPORT ON BEHAVIORISM

Submitted by: Submitted to:

AL JESSE M. ARROYO DR. ANGELITO S. MANALASTAS

FLORABEL F. HILARIO Professor
Resources and References
• Center for the Advancement of Digital Scholarship
• EdTech Books Organization
• Introduction to Behaviorism - PhiloNotes
• University of Georgia - College of Education
• University of Central Florida
• What is Behaviorism Psychology - Simplyinfo.net