Directive teaching in the classroom

Behavior modification is often viewed by teachers in the narrow role of controlling disruptive students and reducing conduct problems. Yet there are many studies that demonstrate the effectiveness of behavioral approaches in accelerating academic and social learning as well. Both types of learning, social and academic, are based upon the same principles: (1) learning occurs as a result of events associated with or shortly following an act; and (2) if the consequences of an act are satisfying to learners, the behavior will continue; if they are dissatisfying to learners, the behavior will tend to disappear. The present writer uses directive teaching (Stephens, 1970 and 1974) for describing the use of behavioral technology in schools. In Directive Teaching, teachers aim their instruction toward specific outcomes. It relies upon operant conditioning, strategies for contingency contracting and social modeling in classroom. Directive teaching (D-T) is cyclical beginning with assessing of students' performances, designing and implementing instruction based upon the assessment information, and evaluating the effects of instruction. The process is repeated, using the evaluative results for determining where to begin teaching. Learning is most effective when three conditions are present. These are: 1. when opportunities for learning are provided

Directive · Mathematics education · Pedagogy · Teaching method · Behavioral and Psychological Studies · Computer Science · Psychology · Teacher Education and Leadership Studies

• Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy

  Open Access•Drew Chambers•Journal of Philosophy of Education•2019

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• Theories of Learning and Teaching inTIP

  Anita Woolfolk Hoy, Heather A Davis et al.•Theory Into Practice•2013

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