Behaviourism (founded by John Watson) focuses on the study of behaviour to better understand learning. Its design is simple in stating that behaviours can be manipulated through conditioning (Hean et al., 2009). Classical conditioning (founded by Ivan Pavlov), and operant conditioning (founded by B.F Skinner) are two forms of behaviourism which can be applied to teaching methods. Classical conditioning is based on the idea that a neutral stimulus can become conditioned by associating it with an unconditioned stimulus (Ertuğrul & Tağluk, 2017). Operant, however, incorporates positive and negative reinforcements to shape behaviours.
The teacher has an important role in modifying behaviour through their response to positive and negative behaviours (Altman & Linton, 1971). The inclusion of the merit/demerit system that the school I was placed at had allowed me to award students with merits for exceptional work and acted as a motivation for others to achieve a higher quality of work and to behave positively. On the other hand, a demerit was used to punish and deter negative behaviours. Verbal reinforcement was also given to praise/punish behaviours and was diversified to ensure there was variety in my responses.
The use of this system aligns with the Australian Professional Standards for Teachers The use of this system aligns with the Australian Professional Standards for Teachers (APST) 3.5, 4.1 and 4.3, as it helps to set clear expectations and consequences for behaviours, provides an incentive for students to participate, and manages student behaviour (Teacher Standards, 2018). These merits/demerits were recorded in the students’ diaries, which were signed off each week by their parents, acting as a form of communication between the school and the parent to identify achievements and issues, addressing Standards 3.7 and 5.5 (Teacher Standards, 2018).
Students in my Year 10 English class had a seating arrangement, however some decided to ignore their placements. At the beginning of the lesson, I announced that students had 10 seconds to move to their designated seats, otherwise they would be awarded a demerit. Students quickly moved and I was able to begin the teaching activity without behavioural issues.
Reflecting on my experiences, I realise the lack of depth that operant conditioning has in the classroom. Students who consistently depended on the stimulus struggled to engage with the content and tended to exhibit negative behaviours. In the long term, it could become tiring and excessive to constantly be awarding merits/demerits and providing verbal reinforcement for the same behaviour. Rather than the student learning and adapting positive learning habits, they only presented them when offered an extrinsic incentive (Deci et al., 2001).
While this method was effective in enforcing classroom management strategies, it failed to encourage the development of permanent learning behaviours and set any goals. Students who were dependent on these strategies to complete any work lacked intrinsic motivation and without the stimulus they would fail to engage with the content. A direct solution to this issue would be to encourage students to develop intrinsic motivation to achieve learning activities. The short-term inclusion of educational games in the classroom helps develop intrinsic motivation, as well as support skill development (Hanus & Fox, 2015). However, if used in excess, it can have a negative impact on academic success, and even reduce motivation in the long run. Therefore, the use of a variety of learning activities, including an occasional game, would help assist the development of intrinsic motivation and move away from the need for rewards.
Grace Mokdassi 