Behaviorism

Literature class is sort of a difficult setting to implement behaviorism, as so much of the study of literature is based on analysis and making connections. But that's my primary area of expertise, so...

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CHALLENGE ACCEPTED.

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If I narrow it down to the study of concepts that have a correct or incorrect answer regardless of context, the possibilities begin to emerge. Let's use the study of vocabulary through classical roots (Latin/Greek).

Activity: On the board, put a START and a FINISH line with an equal number of squares for each student/team. Give the students root words one at a time. Each correct answer fills a box to advance the student/team toward the finish line; each incorrect response leaves the box unfilled. Students/teams who reach the finish line by the end of the game receive a glitter monkey sticker and are free from their vocab homework that evening; students/teams who do not reach the finish line must complete the homework.

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Stimulus: Root Word

Response: Correct Answer

Reinforcement: Immediate positive reinforcement in seeing their boxes fill up across the board and receiving glitter monkey stickers; overall negative reinforcement in the removal of the homework assignment.

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Pros of Behaviorist Instruction Methods:

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1. Very clear to see who knows the information and who requires more practice.

2. These sorts of activities aren't difficult to set up or implement.

3. You wouldn't think so, but even super-cool high school students will go crazy for competitions like this and try their best, even if the prize is only a sticker featuring a glitter monkey. "Mrs. Snyder, you didn't give me my sticker!" Seriously. High school seniors. Glitter monkeys.

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Cons of Behaviorist Instruction Methods:

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1. In a subject that can be quite nuanced like literature, simple correct/incorrect answers are sometimes hard to come by, especially in higher-level classes. It all depends on the aim of the class. Is the purpose of the class facts, dates, and rote memorization, or is the purpose being able to analyze literature through one's own lens? Classes often contain a mix, but I'd always rather have student analysis.

2. You can't easily know why students aren't getting answers correct. Maybe if they're mixing up two similar words and you have the benefit of directly observing their confusion, you can deduce that's the issue and rectify it. But their incorrect answers could be the result of something as simple as the pressure of being put on the spot in front of the class rather than truly not understanding the material.