By properly incorporating repeated practices and mechanisms in the study of business math, an educator can actively create participation and appreciation of the course objectives. Also by properly incorporating mechanisms for motivation, students can appreciate the way the subject is taught. The overall rationale in creating world problems in teaching business math is to incorporate students the proper attitude and behavior that is deemed to address each problem. This specifically coincides with the notion of a behaviorist approach by Skinner.
Skinner is “one of the behaviorist psychologists saying that a measurable learning outcome is only possible if we change the learner’s behavior. ” (Faryadi, 2007, p. 2) Basing from such idea, educators must incorporate the understanding that the students are responsive in the environment they are given into. It is through this that educators must understand the meaning of classical conditioning. This process usually involves having a stimuli and response from people.
Conditioning students can be a very effective tool for them to acquire the information that they need. “The most efficient use of conditioned reflexes in the practical control of behavior often requires quantitative information. ” (Skinner, 1976, p. 10) The use of examinations can be a gauge to determine their individual development as a student in accordance to guidelines and objectives of the subject. By incorporating exercises and exams, educators can control the tempo and analyze the way students grasp the subject they are studying.
In addition, such world problems can help facilitate observable facts that the teacher can use to improve the subject he/she is teaching. It is the overall environment that It is through this rationale that the idea of behaviorism can be applicable in the realm of education. It seeks to foster a different way of arriving on how people learn. “In other words, behaviorism states that the mind does not help a person acquire knowledge but instead it is the psychology of the environment which a person lives. ” (Faryadi, 2007, p. 3)
Recognizing this, there is a need for educators and teachers to create motivational scenarios for students. These activities are called ‘positive reinforcement’ in behaviorism. One example of an activity would be creating a reward system for students who go above the expected results. This will motivate students to study harder on the notion of achieving extra credits. To conclude, creating examinations and exercises by teachers can be very helpful in determining the grasp of student in the subject according to the behaviorist approach.
By carefully understanding its relative tenets, educators can facilitate better teaching and imparting of information which is vital in the overall learning process. In the end, such actions can motivate students to learn more given the proper amount of reinforcement. References Faryadi, Q. (2007) Behaviorism and the Construct of Knowledge in Education Resource Information Center (ERIC). Retrieved March 16, 2008. Skinner, B. F. (1976) Behaviorism. United States; Random House Inc.
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