Operant Conditioning & Behaviorism

http://www.youtube.com/watch?v=guroaQRFsX4

Positive Reinforcement:
It contains some funny scenes taken from an American sitcom. It revolves about the lives of four extremely intelligent scientists or according to everyone else in their society ‘nerds’. Events take very a interesting turn when an extremely attractive ordinary girl who works as a waitress in a nearby restaurant moves next door. This particular piece of video shows how one of the scientists tries to control or ‘tame’ her behavior by testing a very interesting theory of learning that was dominant for a certain period of time in the 1960s and is still used in some of the classroom practices nowadays.

This theory is called behaviorism introduced by Pavlov and then developed by Skinner who called it operant conditioning. Its premise suggests that every stimulus has a reaction and we can control people’s behavior by operating appropriate stimulant and this could be reinforced by certain rewards when the expected reaction is induced. One of the greatest criticisms leveled against this theory is that alienates the role of the brain in people’s actions and treats human beings with impressive reasoning abilities as robots. Subsequently, it limits their abilities. However, it is still dominant in everyday practices classroom practices. Not to proffer sheer criticism or detract from its importance, but it should be wisely in parts of the lessons when learners are not completely aware of teachers’ hidden agenda against using it (Ken Beatty 2003).

Why to use it?

This is a lighthearted piece of video that invokes humor and creates a relaxed atmosphere in the classroom that relieves any kind of tension among learners, and thereby increases their motivation. In addition, it makes a great resource for a speaking lesson and some heated discussion. Not only could it be used for learners, but also for teacher training courses as a great introduction of some of the learning theories and a food for thought to what trainees’ methods of instruction. It is also a tool for reflection for teachers on their past teaching experiences. In mixed-gender classrooms, especially of teenagers or young adults, this video can spark controversy and argument about boys and girls level of intelligence or roles in life. Moreover, it gives learners the opportunity to discover and discuss their learning styles to find out whether they would like to be taught in this way or they would prefer to be treated differently. It is also an awareness-raising step towards involving them in participating in choosing their learning materials for the future.

How to use it in the classroom?

• As mentioned above, I would prefer to use it for speaking or conversation purposes. However, it could also used for teaching the second conditionals focusing on the ‘I would’ form.

• One of its advantages is that it can be used for different levels from pre-intermediate to advanced ones.

• Before watching it, learners are prompted to answer some thought-provoking questions like, ‘Do you think boys are smarter than girls?, Is there a quality in a close friend of yours, a boyfriend, or a girlfriend that you would like to change? If yes, what would you do?

• After students discuss their ideas for five minutes with teacher observation, they can look at the first 1:20 part of the video to guess what is happening and what the scientist ‘Sheldon’ is trying to do?

• At this stage, a more elaborate discussion should be stimulated and groups can compete in predicting what is going to happen.

• Students the can see the other parts of the video and a brief explanation on the part of the teacher could be made according to his or purpose, i.e. speaking, grammar, or both.

• After the students had seen the whole video, they are divided into three or four teams to explain the advantages or disadvantages of behaviorism.

• This could help them discuss meanings profoundly and get fully engaged in a relevant activity that requires their full cognitive and emotive abilities.

• In the latter stages, students’ lists are put up on the board for everyone to see, and then they can have an open class-discussion.

• As mentioned earlier, the focus of the lesson could be directed into a focus on the conditional clauses. It can also used for teacher training courses as well.

• It could be used to increase autonomy by giving learners a follow-up research activity to search the web and look for more information into Skinner’s experiment and the theories underpinning this theory of learning in groups of their choices.

Limitations:

I. It cannot be used for beginner classes because it contains some ideas beyond their levels and experiences (Dornyei 2010)

II. Teachers of limited experience or limited confidence can be threatened by this type of open-ended classroom discussion.

III. In some countries, an access to ‘You Tube’ might be blocked, or even good electronic equipment in the classroom could hamper the flow of such lesson.

IV. Teachers should always bear in mind a lesson focus to avoid falling into the pitfalls of giving a meaningful lesson just for students to have fun.

V. Technology should be carefully harnessed in order to be at the use of teachers, not for teachers to fall under the mercy of its use.

VI. A video like this of four minutes and a half is substantially long and it is strongly suggested that teachers would break it down into manageable chunks and check comprehension at each stage.

VII. Learners’ span of attention might be lost if not well-motivated in the activity at hand and teachers’ role is to maintain that attention or ‘keep them on the ball’.