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Principles of behaviorism should be part of every elementary classroom (Monchinski, 2008). Although not all activities or ideas are behaviorist in nature, it will help to incorporate behaviorism in some parts of the lesson. The reason behind this is that students in grade school are not yet mature and they need guidance in order to learn proper behavior and skills. Activating prior knowledge, providing models for activities, and giving rewards are some ways to incorporate behaviorism in the given lesson. Incorporating behaviorism into the lesson plan serves the teacher in three ways. First, by activating prior knowledge, the teacher will have the chance to check students’ understanding of the previous lesson. Likewise, by doing such, the students will feel the need to review past lessons, thus reinforcing good study habits among students. They will be inclined to think that past lessons should not be taken for granted; thus taking down notes, reviewing them, and even memorizing will help them get a better grade. Moreover, activating prior knowledge will make students see the link between the previous and the current lesson (Monchinski, 2008).
Using principles of behaviorism, the teacher also provides model for learning a new skill. In the given lesson, students will be taught directly how to work on the thesis statement and subsections of the speech. This effort could guide students to perform the task appropriately and produce the expected output. Also, telling students what to do or what is expected to happen prior to performing the activity could lead them to write the best speech. The key is to condition learners to act as expected.
Modeling and direct instruction also serve to promote positive behavior among students.
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It is this focus on the adult learner, rather than the child learner, which differentiates andragogy from pedagogy, and thus defines itself within a specific set of paradigms, theories and actions, which all aim toward maximizing the learning potential of adults through effective strategies.
What were behaviorism’s main claims about psychology?
The concept of behaviorism arose in 1910s discarding all mentalist concepts like feeling, sensitivity, image, aspiration, reason, judgment and emotion. Behaviorism, “the study of observable behavior” (Coon & Mitterer 2008:23), drove the concept of psychology toward what an animal did or how it behaved in response to a certain situation.
It is based on several theories and approaches which are tested, researched, and analyzed before they are considered to be authentic or to have some matter of truth in them (Lewis, pg. 456-457) Two of the various approaches of psychology are functionalism and behaviorism.
Watson saw psychology from the perspective that it was not a study of the mind or consciousness; rather it was a measure of behavior and that humans like apes and rats could have their behavior objectively studied (DeMar, 1989). Behaviorists believe that behavior can be measured irrespective of the internal mental states and the objectivity of behavior measurement suggests that only the observable behaviors should be studied as the internal states like emotions and cognitions have high subjective quality to them and bear no consideration when measuring behavior (Cherry, 2012).
The theory stresses on the concept that internal psychological processes are not necessary for explanation of behaviors; rather they are influenced by the external not an internal (mind) environment. The idea of observable behavior made it easier to collect and calculate the information during the research conduction.
behaviorism is a theory that looks at the organism’s actual behavior and it depends on the observable and definable conditions of the organism rather than the testing of formal theories. Skinner states that there are two important features of radical behaviorism: (a)
Advocated by famous psychologists such as John B. Watson and B.F. Skinner, behaviorism, a theory of learning rooted in the understanding that all behaviors are acquired through conditioning, dominated psychology in the first half of the
In relation to the theory of behaviorism, students were expected to learn only basic skills such as arithmetic, reading and writing. According to behaviorism theory, learning is a permanent change is behavior that has little to
The second section focuses on the main components of behaviorism and how these components are used. The third section focuses on three experiments that are well known in the area of behaviorism. This section
The “mentalistic” psychology often showed much difficulty to the psychologists in relation to the disorder’s diagnosis and making of predictions concerning this disorder that was frequently tested using rigorous
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