Behavioral Teaching Practices

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Table of Contents

Introduction
The First Alternative Practice
The Second Alternative Practice
Conclusion
References

Introduction

It is a popular pedagogical method to implement various practices for professing the same subject. For instance, Mr. Kipp (a professor from the video discussed in the class) uses his style of teaching that implies discussion with students and is consistent with the Behavioral theory. Mr. Kipp’s approach to his classes is very efficient because students are required to develop their philosophies and explanations of different phenomena. The following paper is intended to present alternative practices (consistent with the Behavioral theory) to profess the same material that Mr.Kipp did in his class.

The First Alternative Practice

The first alternative practice that might be beneficial to implement by any teacher lies in summarizing the knowledge that students have been given a chance to obtain during their classes. Therefore, Mr. Kipp is highly recommended to assess the generalization of students’ skills. This method can be accomplished by offering some extra credit to those students who choose any literature on a given topic and discuss its materials and proposals in essays by the end of a week.

This alternative refers to the content of the video observed in the class and aligned with behaviorism due to the following paragraph’s statements. Indeed, the aforementioned method will have a major impact on students’ knowledge because they will be required to analyze and highlight the main points of their week readings (Ormrod, 2008). Therefore, they will be able to develop their viewpoints on a given topic and argue their opinions in public (Pervin, 2015). It is essential for any professor to make his or her students interested in what they learn. Otherwise, the audience might attend lectures, accomplish various home assignments, but there will be no impressive results if students do it without any interest.

The Second Alternative Practice

Another professing method that Mr. Kipp might consider lies in group contingencies, which implies the presentation of students’ tasks or projects in the class. This strategy might be beneficial for finding and identifying various skills, talents, and abilities of students who were not given a chance to demonstrate these qualities before (Ormrod, 2008). Moreover, when students discuss their mutual assignments, there is a higher possibility of them grasping a given topic faster (Kendall & Hollon, 2014). If each student is responsible for his or her part of the week readings project, the group will be more competent in the information they obtain and prepare because all the members should be aware of one another’s part.

This alternative refers to the content of the video observed in the class and aligned with behaviorism due to the following paragraph’s statements. When presenting a project to other colleagues or peers, it is essential to be assured of one’s knowledge and information authenticity to sound more attractive and appealing to the audience (Ormrod, Anderman, & Anderman, 2017).

Moreover, Mr. Kipp might obtain a better understanding of students’ organizational skills and their approaches to an assignment. “The voluntary nature of responses in instrumental conditioning to occur is an important one for teachers to keep in mind.” (Ormrod et al., 2017, p. 292). Despite the work in a team, every member’s awareness and attitude towards his or her topic will be evident. This factor is instrumental in analyzing each student’s abilities.

Conclusion

Behavioral theory concepts should be implemented in daily activities and practices by professors or teachers who want to improve the average knowledge level and professional skills of a particular student group. Individual tasks and assignments will give the audience more chances to demonstrate their abilities and share valuable information with others. When students are required to summarize readings of their choices, they are more involved and interested in a given study because they consider and implement various methods to grasp the knowledge more efficiently and faster.

References

Kendall, P. C., & Hollon, S. D. (2014). Cognitive-behavioral interventions: Theory, research, and procedures. Saint Louis, MO: Elsevier Science.

Ormrod, J. E. (2008) Behaviorist views of learning. Web.

Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2017). Educational psychology: Developing learners (7th ed.). Harlow, UK: Pearson Education.

Pervin, L. A. (2015). Goal concepts in personality and social psychology. London, UK: Psychology Press.

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Behavioral Teaching Practices

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