Behavioral Approach Instruction Criticism

Behavioral Approach Instruction Criticism There are different benefits and strengths of instruction and classroom management that is done on the basis of behavioral theory. For starters, human beings learn by acting on the environment that they are in. This is in the sense that individuals act on the world, and transform it, and are in turn transformed by the implication of their actions. In particular, individuals effectively learn in a responsive environment. Having instruction and classroom management that is based on behavior provides such a setting.

Teachers that use praise and also rewards with respect to the behavior and performance of the students facilitate the creation of such a learning setting. Another key advantage of this approach is the maintenance of inherent motivation. Through the use of tangible rewards dependent on the performance of a certain task or are rendered unexpectedly, fundamental motivation is maintained. According to Eisenberg et al. (1999), reward procedures that necessitate certain high task performance express the personal or social importance of a task, which in turn increases inherent motivation.

This approach also augments the confidence of the students. In particular, rewards offer students with the information regarding their improving mastery and understanding of a topic. Rewards also strengthen confidence and make the task more fascinating to the students. This becomes beneficial to the teacher in enhancing the performance of students, particularly those that lack the capability or interest in certain subjects or topics from the outset (Woolfolk, 2016).

Despite the fact that instruction and classroom management that's done on the basis of behavioral theory has its perks and upsides, there are risks that are involved. One of the risks takes into account the mismanagement or manipulation of behavioral learning approaches, which is an unethical action. As pointed out by Woolfolk (2016), punishments can have detrimental consequences. This is in the sense that it can act as a model for aggressive reactions and it can embolden and give rise to undesirable emotional responses.

There is also the risk that reinforcement could lead to a decline of interest in learning, owing to an over emphasis of reward and therefore for could have an adverse impact on other students. A good example is that a number of teachers make arrangements for students to get rewards at home in the form of presents or special activities when they perform well at school.

However, the downside to this is that if the student has been severely punished at home in the past, owing to poor performance at school then a reinforcement program that is home-based can have adverse impacts on the student. This is because reports of poor progress or advancement at school could give rise to more abuse at home (Woolfolk and Hoy, 2016). Another risk is that the use of punishment does not give rise to any kinds of positive behavior.

This is largely for the reason that severe punishment only conveys to the student that authority makes it okay and this may embolden retaliation. The other risk to it is that the students display positive behavior when the teacher is around, but go back to negative behavior when he or she is not around. Moreover, punishment has a tendency of laying emphasis on students with regard to the consequences of their actions on their own persona, rather than forcing them to consider the impact such behavior has on others.

Therefore, the risk is that the approaches may fail to inculcate empathy for other students (Woolfolk, 2016). Another substantial criticism of this approach is that it is a way that controls people. Within the classroom setting, it is considered to be an approach of doing things to the students instead of working with them. The approach is deemed to be inefficacious simply because when the rewards or praises initially given come to a stop, the positive behaviors cease as well (Kohn 1993).

Taking these aspects into consideration, I see myself using behavioral theory in my own professional practice in implementing punishment that is measured and with intent. To begin with, I will implement the punishment on the student with the main purpose of subduing and quashing the undesirable behavior seen. Subsequent to this action, I will clearly explain to the student what he or she ought to be doing instead, and also offer the student reinforcement for the actions that are considered desirable within the classroom setting.

The main reason why I opt for this approach is because not only will I be reducing and getting rid of the bad behavior that is unacceptable, but will also be strengthening positive alternative responses. In addition, I will also use rewards. I believe rewards play a.