J. Ouellette | UBC-MET | ePortfolio
Behaviourism Group Project
ETEC 512Â | ARTIFACT TWO
Full disclosure - behaviourism used to be a big part of my practice before the MET program. I still used a sticker system and/or behaviourist applications like Class Dojo (their videos on Growth Mindset are great, however) to promote motivation and the behaviour I wanted in my classroom.
​
Thankfully, ETEC 512 quickly helped me get over this tragedy.
​
Sure, minimal elements of behaviourism are still at play in any classroom today, but hopefully they are not front and center.
(McElroy, R., Ouellette, J., & Van Praagh, J., 2013)
I'm thankful that ETEC 512 educated me enough about the theory of behaviourism to fully understand its flaws and limitations. Now, my classroom culture of motivation and expectations are fostered on student-centered classroom agreements, promoting concepts of reflection, student agency, metacognition (Wilson, 2015) and Dweck's Growth Mindset theory (2015).
Co-constructed class agreements are more student-centered expectations of behaviours.
MOEduSAIL. (2016).