According to the proponents of the operant conditioning theory, the process of knowledge acquisition takes place better in the presence of reinforcements. In this case, there is a reward and punishment. Rewards refer to reinforcements which positively contribute to the increase in the likelihood of the occurrence of a behavior. On the other hand, punishments are reinforcements which lead to a decrease in the likelihood of the occurrence of a behavior. In this case, it is important for an instructor to adopt these reinforcements while handling the learners. The success of a teaching and learning process greatly relies on the contributions of the instructor on whom the learners greatly depend.
As a student, I would like to point out that operant theory is of great significance in the teaching and learning process. As Merriam (2007) says, since education is a societal thing, no achievement can be claimed if there is ‘no positive change in the behavior of the learners’ (P 39). This explains why instructors often use reinforcements to enable them tailor the behavior of learners. During my time as an elementary student, I was taught by teachers who used to impose very tough rules on us. There was a clear guideline on the exact mode of conduct each student was expected to abide by. Although they appeared so punitive to us, we later learnt that they were meant to make us grow up as well behaved law abiding citizens. Whenever anyone portrays an exemplary behavior, they had to be rewarded. However, any student who deviated from the norm had to be punished. These kinds of regulations were very important because they shaped our behaviors as required by the school administration.
The same principle was applied by our classroom teachers. Since the major goal of our school is to excel in the examinations, most of our teachers had to use reinforcements during the lessons. The learners were required to pass their exams. Thus, the teachers came up with rules and regulations to be followed especially in the mathematic and other science subjects. One of the teachers I can not forget about is my Mathematics teacher. After realizing our attitude towards the subject, he came up with policies. Each and every learner had to score at least 70% of the daily assignments. Anyone who failed would be punished depending on the magnitude of failure. However, the best performers had to be rewarded. Besides, class attendance and participation was made compulsory. Although we considered her as a ruthless instructor, we later realized that it was the ‘best teaching strategy so far’ (Leonard, 2005). By the end of the year, our class became the most disciplined class and best performer in the district.
Had she tolerated laziness, no one would bother to attend classes, do the assignments and submit for assessment. It was an ideal operant strategy because learnt to associate failure and excellence to punishment and reward respectively. This demonstrates how effective the operant conditioning theory can be in a learning set up. Since it elicits stimulant reactions, it leads to the development of relevant schemata that can be relied upon at a later data. As (Atkinson & Shiffrin, 2008) illustrate, ‘the acquisition of initial information is instrumental in the life of a learner because it directly influences future developments’ (P 111). Once a schema has been developed, it can be relied upon as a future source of knowledge. Therefore, the instructors should be careful on the schemata that their learners develop. If it is good, it can lead to a positive development. Otherwise, the learner may not conform to the set standards.
In conclusion, operant conditioning theory is quite suitable in the development of individual behaviors. The use of reinforcements is a beneficial strategy which can really help in the acquisition of knowledge. Since it upholds the position of the instructor as the chief custodian of knowledge, they should be ready to adopt the most appropriate form of reinforcement when dealing with their learners. The knowledge acquired at an earlier stage can be relied upon in shaping the behavior of an individual. In this regard, it is necessary to ensure that suitable rules, regulations, terminologies and laws are formulated. As Vygotsky (2000) exclaim, they can be useful in ‘determining the behavior of learners’. However, the instructor should demonstrate a high degree of competence and ability to handle different sorts of learners. This is the only way through which this theory can help in promoting competency based learning, training, skill development and curriculum based measurements.
Works Cited
Atkinson, R.C. & Shiffrin, R.M.The psychology of learning and motivation (2 Ed.). New York: Academic Press, 2008. Print.
Deci, E.L. Why We Do What We Do: The Dynamics of Personal Autonomy. New York: Putnam's Sons, 2000. Print.
Leonard, David. Learning theories, A to Z. Westport, Conn: Oryx Press, 2005. Print.
Merriam, Sharan. Learning in adulthood a comprehensive guide (3rd Ed.). San Francisco: Jossey-Bass, 2007.print.
Vygotsky, L. Thought and language. Cambridge, Ma: MIT Press, 2000.print.
