Thought Paper 1: Behaviours for learning versus the mechanics of learning

Mary Sikkes

University of British Columbia

ETEC 512-64B (Applications of Learning Theories to the Analysis of Instructional Settings)

Master of Educational Technology, University of British Columbia

Contact: tsikkes@sd54.bc.ca
 Student behaviour may be effectively controlled with behaviorist strategies in place;

however, the ability of students to learn effectively cannot be controlled through principles of

behaviour alone. The theory that all behaviour is learned and can therefore be unlearned

(Standridge, 2002), does not allow for behaviours as indicators of learning difficulties or unmet

basic human needs. While stimulus-response associations have the potential to change

behaviours, they do not have the power to support or change the mechanics of learning. I would

argue that behaviours are often symptoms of difficulties students are experiencing. These

difficulties may be expressed through a learned habit; for example, a child acting out when he or

she cannot read to avoid the discovery and shame that they have failed at a task peers have

learned. A child who struggles with executive functioning, processing, or other learning

difficulties, or who has not had their basic needs met, will not have a learning transformation due

to behaviourist strategies introduced into their classroom. I agree that positive reinforcement,

like the strategies used by Emily White in Classroom Observation promote an accepting and

inclusive environment that will encourage all students, including those with learning difficulties,

to grow as learners. There are many learning supports, however, that are not addressed when

guided by the principle that behaviour is a learned habit. While introducing positive behavioural

strategies may produce a quieter, more controlled, and more comfortable environment for student

learning and success, it will not support students learning processes. Ultimately, controlling

classroom behaviour will not teach a child to read. The creation of a specific environment can

only do so much to support students before effective teaching strategies and learner supports

must take over. I believe that all of these factors must work in combination for effective learning

to occur.
 Resources:

Fudge, D.L., Skinner, C.H., Williams, J.L., Cowden, D., Clark, J., & Bliss, S.L. (2008).

Increasing on-task behavior in every student in a second-grade classroom during

transitions: Validating the color wheel system. Journal of School Psychology,

46(5), 575-592.

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,

teaching, and technology. Retrieved 14 September, 2016, from:

http://epltt.coe.uga.edu/index.php?title=Behaviorism

White, E. (n.d.). Classroom observation [YouTube video]. Retrieved 13 September, 2016,

from: https://www.youtube.com/watch?v=RY3t2sijb4M&feature=related