Mechanics of Learning and Behaviourism: more than a tool for

classroom management
Danielle F. Couture

Learning, as defined by Schunk (2012), is closely intertwined with the notion

of behaviourism. While emphasizing the importance of behavior and
environment, the concept of behaviourism attempts to explain the mechanics
of learning by offering tools to better all aspects of practicum.
The ability of behaviourism to foster an environment conducive to learning
(as described by Fudge et al., 2008) is important, yet to reduce behaviourism
to a simple tool for classroom management masks its intent. Skinners
operant conditioning theory (as described by Schunk) is much more complex
than reward and punishment: modelling, cueing, shaping and reinforcement
are introduced as tools of instruction (Standridge, 2002). Behaviourists
discuss the mechanics of learning through the proper use of these techniques
which convey the manner in which learning occurs (how we learn), and also
provide the reason learning occurs (why we learn). Operant conditioning,
further attempts to explain the how and why of learning by describing
effective instruction as occurring through small steps, active learnerparticipation, timely feedback and a progression pace set by the learner
(Schunk, 2012), similar to the instruction provided by White (2010). By
establishing clear guidelines for effective instruction and by providing tools to
foster the process of learning, behaviorism is attempting to describe the
mechanics of learning.

Behaviorism has been relegated to the corner, solely considered as a

classroom management tool. In reality it is a lens: a way to look at the
mechanics of learning through observable elements such as environment and
behaviour. Behaviorism might be overshadowed by constructivism and
cognitivism, yet dismissing its qualities would be imprudent especially in
educational technology, where instructor and learner are often spatially
and/or temporally distanced and where the learning platform (environment)
often stands alone.

References:
Fudge, Daniel L, Christopher H Skinner, Jacqueline L Williams, Dan Cowden,
Janice Clark, and Stacy L Bliss. 2008. "Increasing on-task behavior in
every student in a second-grade classroom during transitions:
Validating the color wheel system." Review of. Journal of school
psychology 46 (5):575-92.
Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Sixth
Edition (Ch. 3 Behaviorism). Upper Saddle River, NJ: Pearson.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives
on learning, teaching, and technology.
White, Emily. 2008. "Classroom Observation English 11." In, 6:40.