The "Hendricks Box"

In my experience, B.F. Skinner is probably the most well known learning theorist, specifically with his behaviorist learning theory. B.F. Skinner learning theory suggested that students learn behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them. To Skinner, a student learns as a result of his/her environment, not necessarily because of their mental activities. Skinner began testing his hypothesis by experimenting with rats in the famous “Skinner Box,” using the idea of operant conditioning. Simply put, when inside the box, his rats were trained to press a lever, which resulted in receiving a food pellet (positive reinforcement). Eventually the pellet was replaced with a quick electric jolt, and no pellet (negative reinforcement). The rats associated the shock negatively, therefore no longer pulled the lever.

So this makes me wonder, is my classroom a Skinner Box? More importantly, is my classroom a “Hendricks Box!?” Are my students being conditioned, while stuck in their desks all day, to make me happy, so that they will be rewarded? Are they conditioning themselves, because they know that earning a good grade feels better than earning a failing grade? While it is easy to associate behaviorist theories directly with the way students behave towards one another and the people around them, this week I learned some new ways to think about behaviorism, along with how to apply it right away to the upcoming school year (let’s not talk about that yet…it’s only July 7).

The current text book I am reading, Using Technology with Classroom Instruction that Works (Google edition), discusses the behaviorist theory, without actually coming out and saying so. The first section I read about was on reinforcing effort. According to the authors, “Effort is the most import factor in achievement” (Hubbell, Kuhn, Malenoski, and Pitler, 2007). They recommend that students must first be taught what effort is, followed by monitoring their own effort through the use of spreadsheets. In doing so, “students can change their beliefs and make a connection between effort and achievement” (Hubbell, Kuhn, Malenoski, and Pitler, 2007). If used effectively this system could be a great addition to any classroom. While the text suggests using a computer lab or laptop computers to complete a weekly analysis of performance, I think it would be just as easy to create a generic spreadsheet to be printed out and distributed at the beginning of each week. If used on a school network, the spreadsheets could easily be saved and monitored over time. Eventually the data could be collected to create personal mathematics lessons on graphing, data collecting, and more. Likewise, the same could be done with paper copies; however it may take more time to complete.

This particular strategy would be very useful to any teacher looking to integrate the behaviorist learning theory with technology. Plus, students would get to take a first-hand look at their own learning style and the amount of effort they give. If used consistently, this tool would be very beneficial to any student, ranging from one who is competitive with him/herself or one who lacks motivation to complete the daily work required to earn a desired grade.

The second section I read about was on homework and practice. Again, this section made several suggestions of how to apply the behaviorist learning theory to completing work outside of school. The authors begin by claiming that “Mastering a skill or process requires a fair amount of focused practice. Additionally, while practicing, students should adapt and shape what they have learned” (Hubbell, Kuhn, Malenoski, and Pitler, 2007). If this isn’t a behaviorist idea, I don’t know what is. In order to apply these ideas to homework and practice, it is suggested that students and teachers use a variety of technological tools, such as word processing software, multimedia, and communication software to enhance homework and practice.

This coming fall my teaching team is one of several groups within our district who will be piloting Google as a wide spread tool. We will be using almost any aspect of Google with our students, including Gmail, Google Docs, Blogger, and more. I think this will be an outstanding opportunity for my team and most importantly our students. This tool is going to make learning possible 24/7, because while students are at home they will be able to access their personal work, blog, website, etc. Additionally, while I am at home I will be able to access student work and respond to them with more ease. In the age of technology, this looks like a golden opportunity to my entire team, students included. Additionally, I think the use of Google inside and outside of the classroom walls will be an added motivator to my students. Believe it or not, students respond to technology and opportunity. This will give them both of those.

So, it would seem as though my classroom will take on the look of a “Hendricks Box” this coming school year. My students and I are about to embark on a technological upgrade to our district that no one else has had the chance to do. Will this make my students motivated? I think so. Will this make my students more accountable? My guess is yes. I am excited to say that my classroom is going to take a huge step towards going “digital” this coming year, giving my students the opportunity to “increase their level of understanding to mastery” (Hubbell, Kuhn, Malenoski, and Pitler, 2007).

References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.