Reinforcing Effort, Homework, and Practice

Although behaviorism may come across as outdated, it is widely used through our classroom instructions. This week we have explored reinforcing efforts and homework and practice. Despite the enjoyment and leanings from this week’s resource, I could not pass on the overwhelming thoughts of problems that may occur when implementing these instructions as written in the book.

I strongly believe that teachers should teach students that our achievements are controllable, also, to believe in the power of effort (Hubbell, Kuhn, Malenoski, & Pilter, 2007). Reinforcing efforts using spreadsheet software, that was mentioned in the book Using Technology with Classroom Instruction, aligns well with the behaviorists’ beliefs of human tendency to repeat behaviors that brings favorable results (Orey, 2008); when students put in effort good grade comes in return. The authors used this theory to explain the benefit of reinforcing effort. However, in the process of emphasizing the importance of internal factors that affect achievement, the authors fail to acknowledge the external factors that do exist and how this will affect students during the instruction. Let’s say, students started to compare their spreadsheets. One student may have received a total of 12 points on effort and 10 on the grade, while another student had a 9 for effort and 13 for grade. The first child may have experienced the power of effort when seeing the correlation between effort and grade within his/her own spreadsheet, but he/she may still feel powerless with the effect of external factors when compared with others. The authors also stated that students may develop a misconception that people of a certain background have more chances of success (Hubbell, Kuhn, Malenoski, & Pilter, 2007, p. 156), when there are studies that prove that middle class Caucasian students test better than minority students (Kohn, 2000), which suggest that this is not a misconception. I do understand what the authors are trying to stress, but do feel that they ignored the reality that correlation between effort and success is not equal amongst students. Thus, they have ignored the problems that may occur when implementing this instruction.

Homework is mostly concerned with the result and not the process, thus aligns with the belief of behaviorism (Orey, 2008). I agreed on most of what the Hubbell, Kuhn, Malenoski, and Pilter (2007, p. 187) had to suggest about homework but could not possibly adopt McRel’s research that parental involvement should be kept to a minimal in homework. One of homework purpose is to establish communication between parent and children (Cooper, 2010). Also, the teacher can communicate to the parent what the student is learning through homework. Therefore, parental involvement is necessary. The practice of homework has been controversial throughout the years. Some people are concern that homework is preventing students to have social experience, outdoor activities, and creative activities (Cooper, 2010). When we create meaningful homework with the help of parents, we do not have to sacrifice mastering skills through practice at home nor social experience and activities.
I want to once again state that I am not against behaviorism, reinforcement of effort, or homework. If anything, I am all for these. However, after understanding the benefits of the theory and instructions, I had to endure the concerns that came to my mind. Is it ok to ignore the external factors that affect achievement? Should we really keep parental involvement in homework to a minimal?


Reference

Cooper, H. (2010) Homework-Purpose, Public Attitude toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework. Retrieved July 11, 2010, from http://education.stateuniversity.com/pages/2051/Homework.html

Kohn, A., (2000) The Case Against Standardized Testing; Raising the Scores, Ruining the School. Portsmouth, NH: Heinemann

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved July 6, 2010, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.