According to Dr. Orey, “… reinforcement is the most powerful mechanism of operant conditioning” (Laureate Education, 2009). Monitoring our students’ effort and assigning homework and practice are types of reinforcement. In the text Using Technology with Classroom Instruction that Works, there were several ways we can use technology to monitor our students’ effort and reinforce it. Many students do not want to put forth a great effort to complete an assignment or to try something that might seem difficult at first glance, but wonder why they get low grades. With the use of a spreadsheet we can set it up in such a way where the student sees the correlation between their effort and their grades. The spread sheet serves as a data sheet of information that can be helpful to both the student and the teacher to reinforce a desirable behavior.
Homework in itself is reinforcement. “As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Some students might think homework is punishment but it is for their own benefit. The authors also recommend some things to keep in mind when dealing with homework.
1. Establish and communicate a homework policy.
2. Design homework assignments that clearly articulate purpose and outcome.
3. Vary approaches to providing feedback. (Pitler et al, 2007)
But when homework is not done a consequence ensues, in my classroom anyway. This falls under the second installment of operant conditioning, punishment. “Punishment involves presenting a strong stimulus that decreases the frequency of a particular response. Punishment is effective in quickly eliminating undesirable behaviors” (Standridge, 2002). When implementing punishment I am trying to stop a behavior, in this case, missing or incomplete homework assignments. In some instances particularly with homework, punishments need to be implemented in order for reinforcement to do its job.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Dr. Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 12, 2010, from http://projects.coe.uga.edu/epltt/
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What type of punishment do you use in your class for not completing homework?
ReplyDeleteIn my classroom of kindergartners and first graders I find that usually whe a child does not complete his or her homework it is not a result of the child but of the parents. I usually do not punish my students for their homework becuase it is usually not completed by no fault of their own. They usually are upset and making excuses for thir parents. How do I punish them? I usually reward homework completion by giving prizes from my prize box.
ReplyDeleteI also reward those that complete homework with marbles and prizes.
ReplyDeleteI do not assign homework in my computer literacy class but I hear from many teachers how the same same students do not complete their homework. They also use various reward systems but still these same students still do not comply. The students end up missing out on recess to complete their work but still this does not seem to phase them. Is it that they do not care or just that they do not get the support at home that they may need? I can not see any student not being phased by missing out on recess.
ReplyDeleteCLewis,
ReplyDeleteUsually the punishment for no homework is a phone call home, or I even has a pre-typed letter that I send home with the assignments that were missing for that day. Sometimes that isnt as effective as no recess. 6th graders may seem tough, but when they dont have recess, it really bothers them.
Susan,
ReplyDeleteThose students who show no reaction to missing recess, in my opinion, is a lot of students cant do the work. To save face in front of their peers they show they dont care, but deep down they do.