Behaviourist classroom management techniques facilitate an
effective learning environment thus enabling, and, at the very
least, explaining the existence of learning. It seems to be an
impossible task to debate the how or why oflearningwithoutthe
behavioural conditions which allow for an effective learning
environment. Learning works (i.e. the mechanics of learning)
because of behaviourist principles being applied within the
learning environment. As Anderson (2008) articulated, a learning
environment is most effective when it is knowledge-, community-,
assessment-, and learner-centered. To create such a learning
environment, a teacher will rely on a variety of theories, a
gestalt as it were, to render an effective learning environment.
Behaviourism is a part of this gestalt. On its own it is
inadequate; yet without behaviourist principles at work, the
classroom environment will not be as effective. As part of the
larger classroom environment behaviourism functions as an
effective, yet integral, theory for the teacher to utilize. In my
own teaching practice I utilize a variety of teaching theories and
techniques. I utilize connectivism, constructivism, and so on
within my class. However, I also utilize elements of behaviourism
as part of my overall classroom management. It seems that
behaviourist principles allow for a stable environment in which
students can flourish. Students of all ages thrive in an
environment that is reliable and predictable in terms of
expectations. A consistent application of behavioural expectations
within a learning environment to allow for the most effective
learning environment necessitates a solid grounding in behaviourist
theory. Utilizing behaviourism in conjunction with other valid
teaching theories will lead to a flourishing learning
environment.
