Module 3: Behaviorism

When I started teaching at kindergarten last year which was the very first time I would be in-charge of an offline class, I was nervous and at the same time, excited. My students were a stubborn bunch, hyper all the time, but brilliant. There were moments when I questioned my own skills but I stood my ground to give them my best in learning all the skills and values they needed not only to prepare for the next step but to relish learning something new, relearning, and applying those bits of information in solving problems that come their way even without my supervision. I enjoyed every bit of time I had with them and I wanted to be ready for the little (but actually big) minds and hearts that can be molded with my guidance this upcoming school year.

When I read all of the explanations, insights, and examples given about behaviorism, I was thankful to have learned the theory that explains the ways I and my students behaved in our class, and what I could have improved upon including my methods of managing the class. As I’ve mentioned, they could really cause trouble and made me shout at the top of my lungs when I was at the end of my rope. I regretted that then and now. I didn’t believe that scolding would work on them and that was solidified by this approach. I had to use other strategies and tried to be consistent. It was hard when they would question my decision sometimes like why Student A was not punished/did not receive positive punishment even though he did something that was against the class rules. My desire to do trial-and-error was not effective in those times (for the students who behaved according to the rules and too smart for their own good), but I knew that the student they were referring to was someone who needed to move around to express himself and he was not a slow learner. I had to give him the exception. Those were the instances that I didn’t give them much explanation but just turned their attention to the class work, circle time activities or their centers. The reason I didn’t talk much about it was not because I underestimated their intelligence; I believed they could understand had I explained, but I wanted them to realize that there are kids who are different from what we expect them to be and they are just as good children as they are. Happily, they were all good friends when the term ended.

Based on behaviorism (though I didn’t know it), I tried to solve the problem with students who proved to be exceptions by giving them the positive reinforcement when they behaved according to the class rules (though rarely) by giving them praise, high-five, or a warm hug. For that little boy who’s always moving around, I tried to give him more play time when he promised to stay put during the time the teacher had to say something to the whole class. This didn’t work at times, but was effective at fortunate moments when he was listening or in the mood.

For students who are different from most and usually catch the attention of the whole class because the teacher treats them differently or in a “special” manner, try to get them to interact more with others. Let them observe how others do it the “right way” and imitate them but if it really can’t be helped, just love them for their uniqueness and eventually they will shine as well as other students who are always “good” or “well-behaved.”