Chapter 5: Behavioral Theories of Learning

As a special education teacher and masters student, the learning theory I feel most well versed in is behaviorism. Both of my parents are speech language pathologists, and I have been exposed to various behavior modification strategies my entire life. One of my earliest "I want to be a teacher" moments was working with some of the clients of a group home where my dad worked nights and weekends. On the weekends, he would bring a few of the clients home to have dinner with us, and, before dinner, I would play school with whoever was willing. One client who came to our house almost every week was a Jerry, a man with downs syndrome and mental retardation. He was always willing to play with me, and he loved coke-a-cola. At the age of 5, I would create an 'if /then' chart on the blackboard I had in my play house, and Jerry would work me writing numbers or reciting the alphabet to earn his can of coke.

Reading the chapter on behaviorism was a bit of a welcome change, and I felt much more like I was reviewing concepts, and finally putting language to things that seem intuitive. I work in an inclusion modeled school, and a large portion of my day revolves around behavior modification. On my cart, which I push from classroom to classroom are various colored and shaped post-it notes, specific ones for specific students to leave on their desks as a personal positive message, or redirection, incentive charts and stickers charts for certain students, each one with a reward that they have chosen, blank if/then graphic organizers on small pieces of paper to fill out on the spot, if needed, and chosen books, art supplies, and an iPod for students who work toward earning free time or a desired activity. My resource room has a marble jar, with whole-group prizes (that they have chosen) for reaching certain levels, and my homeroom has a self-reflective class score system tied to incentives.

I began to explore the disconnect between intrinsic and extrinsic motivation after our first weekend of class, and it's something I have not resolved. Ideally, we would want students to be able to learn what and how is most exciting and engaging for them, and hopefully, our education system will shift into 21st century learning. So while I, and my colleagues, can continue to explore ways in the classroom to allow for more choice and autonomy in learning, I don't have a replacement for behaviorism right now.