Quite often, behaviourism is considered to be an outdated theory. Operant conditioning is a theory that is also misunderstood. It is linked to the work of B.F. Skinner and John Watson. Unlike classical conditioning, operant conditioning is about voluntary behaviour.
From a behaviourist perspective, learning is a permanent behaviour change. That is why it is still important for teachers to understand behaviourism and apply it effectively. To do this, you need to know a few key ideas.
As a teacher, you need to work out what learners find reinforcing. Many children respond well to attention. For example, when you look at them, acknowledge them, or give them a turn during group time. However, children with additional needs, learning difficulties, or neurodiversity may find this attention stressful or overwhelming.
For example, I worked with a child with ODD. When he raised his hand and I chose someone else, trying to be fair, he would become very upset and go into a meltdown. For some learners, especially those with autism, you need to find different types of reinforcers.
That said, many learners still respond well to attention. One teacher found that simply sitting next to a child during lunch was a powerful reinforcer. For others, pride in learning or problem-solving can be motivating. Some children enjoy solving problems and receiving feedback or praise.
Different learners find different things reinforcing. Stickers sometimes work, but not always. There was a study by Resetta and Noel in 2008 where teachers and students ranked reinforcers such as toy dinosaurs, stickers, and other items. The results showed that what teachers thought would work did not always match what students actually preferred.
This suggests that you may need to rethink simple reward systems like stickers and consider other approaches, such as focusing on dispositions. Also, we are no longer allowed to use things like sweets, so you need to problem-solve what is genuinely reinforcing for your students. This links directly to the Australian Professional Standards for Teachers, especially knowing your students and how they learn.
You also need to understand that consequences shape behaviour. For example, giving marks or turns can function as reinforcement. One student might feel proud of a small improvement, while another may only feel satisfied with the highest mark.
It is important to intentionally reinforce positive behaviour. However, you need to observe behaviour first. You cannot reinforce behaviour that is not there yet. This is where shaping comes in.
Shaping means reinforcing small steps towards the desired behaviour. For instance, during group time, if a child sits down, you still reinforce that effort even if they do not sit the “expected” way yet. Especially with younger children, you focus on progress rather than perfection.
Finally, use material rewards with care. I once worked with a co-educator who used small LEGO sets to motivate a child, including for toilet training. While it seemed like a good idea, success depended on factors such as family support and the child’s developmental readiness.
In that case, the child had strong skills in areas like building and mark making. However, his emotional development did not match his physical readiness for toilet training. There were likely deeper reasons behind the behaviour, and the rewards alone were not enough.
In the end, the child did develop those skills, but it was not simply because of the reward. It required a broader understanding of the child and their needs.
Are you still using operant conditioning in your classrooms?
Storykate