1. A Behaviorist View of
Learning
Using instrumental conditioningUsing instrumental conditioning

2. Presenters
• Dean Fenn
• Melissa Rodhe
• Jill Sooy

3. Purpose of In-service
• Provide professional development in behaviorist
views of learning
• Provide practical techniques for working with
different situations
• Establish greater emphasis on behavioral
objectives
• Ongoing sessions
• To monitor implementation
• Discuss practical ideas

4. Reason for the change
 Our district believes behaviorist methods willOur district believes behaviorist methods will
lead to better managed classrooms and overalllead to better managed classrooms and overall
improvements in the education of our studentsimprovements in the education of our students

5. Instrumental Conditioning
“The major problems of the world today
can be solved only if we improve our
understanding of human behavior”
(Skinner, 1974)
Fenn, Rodhe, Sooy – Learning Theories - 2010

6. Instrumental Conditioning
 The behaviorist view called instrumentalThe behaviorist view called instrumental
conditioning is based on a theory that humansconditioning is based on a theory that humans
and animals behave in ways that provideand animals behave in ways that provide
pleasant consequences or avoid unpleasantpleasant consequences or avoid unpleasant
onesones..

7. Edward Thorndike
 In 1898 Thorndike proposed a connectionIn 1898 Thorndike proposed a connection
between experience and the strengthening orbetween experience and the strengthening or
weakening of behavioral responsesweakening of behavioral responses
 Thorndike’s law of effect stated responses to aThorndike’s law of effect stated responses to a
situation that are followed by satisfaction aresituation that are followed by satisfaction are
strengthened and responses that are followed bystrengthened and responses that are followed by
discomfort are weakeneddiscomfort are weakened

8. B.F. Skinner’s operant
conditioning
 Based on Thorndike’s findings, Skinner’s theoryBased on Thorndike’s findings, Skinner’s theory
showed that organisms choose to respond toshowed that organisms choose to respond to
situations in a way they believe will lead to asituations in a way they believe will lead to a
desired stimulus or eventdesired stimulus or event
 This desired stimulus or event is called aThis desired stimulus or event is called a
reinforcerreinforcer

9. http://www.savagechickens.com/tag/behavioral-psychology

10. Use of reinforcers
 Using reinforcement does work, howeverUsing reinforcement does work, however
undesirable behaviors can be reinforced as wellundesirable behaviors can be reinforced as well
 Misbehaviors may get teachers or classmatesMisbehaviors may get teachers or classmates
attention when productive behavior does notattention when productive behavior does not
 Teachers must be careful to not reinforceTeachers must be careful to not reinforce
behaviors they are trying to reducebehaviors they are trying to reduce

11. Punishment
 Punishment has been shown to be effective inPunishment has been shown to be effective in
reducing inappropriate behaviorsreducing inappropriate behaviors
 Effective forms of punishment includeEffective forms of punishment include
 Verbal reprimandsVerbal reprimands
 RestitutionRestitution
 Restitutional overcorrectionRestitutional overcorrection

12. Punishment
Ineffective forms of punishmentIneffective forms of punishment
 Physical:Physical: Experts agree that physical punishment for school ageExperts agree that physical punishment for school age
children can lead to undesirable behaviors and is illegal in almostchildren can lead to undesirable behaviors and is illegal in almost
every caseevery case
 Psychological:Psychological: This form of punishment can damage the self-This form of punishment can damage the self-
esteem and emotional well being of a studentesteem and emotional well being of a student
 Extra WorkExtra Work
 Missing recessMissing recess
 Out of school suspensionOut of school suspension
 Have all been shown not to be effective in changing behaviorHave all been shown not to be effective in changing behavior

13. Criticisms of reinforcement
and punishment
 Reinforcement is briberyReinforcement is bribery
 Reinforcement leads to dependence on concreteReinforcement leads to dependence on concrete
rewardsrewards
 Punishment reduces self esteemPunishment reduces self esteem
 Reinforcing one student for being goodReinforcing one student for being good
encourages others to be badencourages others to be bad
 Eliminating a problem behavior does notEliminating a problem behavior does not
eliminate underlying cause of behavioreliminate underlying cause of behavior

14. Thinking about classroom
behaviors, would you like
your classroom to look
like

16. Or like this

18. Examples of Using
Reinforcement to
Desirable Behaviors
• Setting up desired behaviors up front
• Shaping complex behaviors
• Learners gain more by changing behavior
• Explicit response-consequence
contingencies
• Reinforcers that are truly reinforcing

19. Strategies For
Undesirable Behaviors
• Noncontingent reinforcement
• Reinforcing other incompatible behaviors
• Appropriate forms of punishment
• Inform learners ahead of time what behaviors will be
punished
• Describe unacceptable behaviors in concrete terms
• Explain why the behavior is unacceptable
• Administer punishment right after behavior
• Be consistent!
• Teach and reinforce more appropriate behaviors

20. What’s in it for you?
• Because most behavior is learned according to the
principles of instrumental conditioning, learning theory
can help teachers figure out how to change behavior.
• If behavior can be learned, it can be unlearned as long
as the right steps are taken and the right reinforcements
or punishments are given.
• Student learning will increase due to more attention on
task and less on behavior issues.
• More productive and peaceful environment for all

21. Conclusion
• Try working these ideas into your
classrooms and throughout the school
• Further sessions for follow-up and more
discussion
“A failure is not always a mistake, it may simply be
the best one can do under the circumstances.
The real mistake is to stop trying.
(B.F. Skinner)