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View of Knowledge
Behaviorists such as Watson and Skinner construe knowledge as a repertoire of
behaviors. Skinner argues that it is not the case that we use knowledge to guide our
action; rather knowledge is action, or at least rules for action (152). It is a set of
passive, largely mechanical responses to environmental stimuli. So, for instance, the
behaviorist would argue that to say that that someone knows Shakespeare is to say that
they have a certain behavioral repertoire with respect to Shakespeare (152). Knowledge
that is not actively expressed in behavior can be explained as behavioral capacities. For
example, I know a bluebird when I see one can be seen as effectively equivalent to I
have the capacity to identify a bluebird although I am not now doing so (154). If
knowledge is construed as a repertoire of behaviors, someone can be said to
understand something if they possess the appropriate repertoire. No mention of
cognitive processes is necessary (15657).
View of Learning
From a behaviorist perspective, the transmission of information from teacher to learner
is essentially the transmission of the response appropriate to a certain stimulus. Thus,
the point of education is to present the student with the appropriate repertoire of
behavioral responses to specific stimuli and to reinforce those responses through an
effective reinforcement schedule (161). An effective reinforcement schedule requires
consistent repetition of the material; small, progressive sequences of tasks; and
continuous positive reinforcement. Without positive reinforcement, learned responses
will quickly become extinct. This is because learners will continue to modify their
behavior until they receive some positive reinforcement.
your class clown always makes inappropriate comments during health lessons
and disrupts the class. He also really doesn't like writing book reports because
the writing is boring. You could offer to let him do his book report another way,
perhaps as a diorama, on the condition he behaves appropriately during health
lessons. By removing something he sees as negative, you've reinforced a
separate, positive behavior.
Errors are not bad! : Error Analysis showed that there are multiple reasons for errors
(developmental, mistakes, hypothesizing, overgeneralization, etc) Errors have valuable
information encoded in them which can be of great importance to the educator.
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Strategies For Use
Reward being correct, but ENCOURAGE when incorrect: Almost every teacher of young
learners rewards students with words of praise. However, all students respond better when
rewarded for doing well regardless of age or level. On the other hand, encouraging students when
wrong is far more beneficial to the psyche of the student.
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Higher level students get upset by mistakes- reassure them that you, the
educator, still make mistakes and its your native language.
Above all, use intrinsic (inner) motivation above extrinsic (outward) motivation