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Position Paper:

Improving School Management using Behaviourist Approaches

University Name: University of the West Indies (Open Campus)

Degree Name: Masters in Instructional Design and Technology

Course Name: Learning Theory and Instructional Design (EDID

6501)

Semester: 1 (August - December)

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“Teaching is the arrangement of contingencies of reinforcement under

which students learn” (Skinner, 1968). One such contingency is well-

managed classrooms which “provide an environment in which teaching and

learning can flourish” (Marzano, Marzano & Pickering, 2005). Acquisition of

such an environment at this stage can best be realized through class and

school wide modifications, in instruction and general discipline.  Instruction

Firstly, schools must implement a policy of consistently forming,

articulating and clarifying behavioural objectives to students. This ‘focusses

the instruction on the desired learning outcomes” (Reys, Lindquist, Lindquist,

Lambdin & Smith, 2014); helps students “differentiate among types of

knowledge, ensure that students are practicing the “right” skills and build

metacognitive skills” (The Eberly Center for Teaching Excellence &

Educational Innovation, 2010). For example, should students ‘List five

English speaking Caribbean islands’ or ‘Categorize Caribbean islands based

on main languages spoken?’ These behavioural outcomes require two

different behaviours. Recognizing this, empowers students metacognitively,

thereby developing the autonomy, responsibility and self-management

schools desire.

Secondly, teachers must sequence content and skills in lessons and

units, ensuring “emphasis on mastering early steps before progressing to

more complex levels of performance” (Ertmer & Newby, 2013).  Much like

the antiquated teaching machines which offered programmed instruction,

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modern technology facilitates this through a plethora of levelled flash and

Web 2.0 applications thus allowing a students to learn to be right and “free

of uncertainty or anxiety about his success or failure, his work is

pleasurable” (Skinner, 1954). They facilitate mastery and differentiated

instruction.

General Discipline

Thirdly, teachers, principal and parents must be involved in dealing

with consequences of behaviour both positive and negative. “Behaviour

which is reinforced tends to be repeated” while “behaviour which is not

reinforced tends to die out” (McLeod, 2007). Positive reinforcement through

the “presentation of a stimulus that increases the probability of a response

(Standridge, 2002 in Orey, 2010), be it a reward or verbal praise, must follow

positive behaviour. The Tennessee Behavior Supports Project (2016)

suggests Behavior Specific Praise which helps create a “more positive and

productive classroom environment” by reducing time spent dealing with

inappropriate behaviour and increasing productivity time. Reinforcement

may be presented continuously (thumbs up for each time a student is

punctual) or at fixed intervals (a sticker for 90% punctuality for a week).

Negative behaviours call for negative reinforcement (not calling on a child

who blurts out answers).

Extinction is another strategy to use. If a student’s blurted response

used to be allowed, stop.  Contracts between students and teachers,

outlining behaviour standards and consequences are also effective. Do not

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discount punishment, “the delivery of a punisher following a response”

(Gerrig, Zimbardo, Campbell, Cumming & Wilkes, 2011).  The punisher can

be negative, an aversive stimulus (standing when late) or it can be positive,

an appetitive stimulus (detention equivalent of late time).

September is the ideal start off time for teaching good behaviours

through modelling and imitation, giving verbal cues on the response

expected and shaping. Success or failure during an academic year are

contingent upon rules, expectations and consequences established on the

first (Wilke, 2003). Effective teachers use the first weeks teaching

“classroom management procedures that create consistency” Wong & Wong

(2013).

Thus whatever strategies are institutionalized instruction and

discipline wise, remember to consistently increase the positive behaviours

which can help learning flourish.

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References

Eberly Center for Teaching Excellence & Educational Innovation (2010). The

educational value of course-level learning objectives/outcomes.

Retrieved from

https://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Object

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Ertmer, A. P. & Newby, J. T. (2013). Behaviorism, cognitivism, constructivism:

comparing critical features from an instructional design perspective.

Performance Improvement Quarterly Perf. Improvement Qrtly, 26(2), 43-

71. doi:10.1002/piq.21143

Gerrig, J. R., Zimbardo, G. P., Campbell, J. A., Cumming, R. F. & Wilkes, J. M.

(2012). Psychology for life: 2nd Australasian edition. Pearson.

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Marzano, R. J., Marzano, J. S., & Pickering, D. (2005). Classroom management

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Tennessee Behavior Supports Project. (2016). Behavior-specific praise in the

classroom. Retrieved from

vkc.mc.vanderbilt.edu/assets/files/resources/psibehaviorspecpraise.pdf

Wilke, R. L. (2003). The first days of class: A practical guide for the beginning

teacher. Thousand Oaks, CA: Corwin Press.

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effective teacher. Seoul, Korea: Global Contents.