Skinner, a leading figure in behaviorist psychology, argued that human behavior is not a result of free will but rather a product of environmental conditioning and reinforcement. He believed that our actions are shaped by external stimuli and the consequences that follow them—essentially, we act in ways that have been rewarded in the past.

From a teacher’s perspective, this means that learning can be effectively guided by using positive reinforcement. For example, when teachers consistently praise or reward students for desirable behaviors—like completing tasks, participating in discussions, or showing respect—they increase the likelihood that those behaviors will recur. In this framework, the teacher’s role becomes that of a behavioral engineer: designing the environment, setting clear expectations, and applying reinforcement to shape learning outcomes.

Regarding nature vs. nurture, Skinner’s approach clearly leans toward nurture, emphasizing how environment and experience determine behavior more than innate traits.

As for intelligence tests, while they can help identify students who need additional support or enrichment, there’s also danger in labeling. Overreliance on IQ scores can limit students’ opportunities, reinforce stereotypes, and ignore environmental and motivational factors that influence performance.

References:

Skinner, B. F. (1953). Science and Human Behavior. Macmillan.

Skinner, B. F. (1971). Beyond Freedom and Dignity. Knopf.

Ormrod, J. E. (2020). Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching (6th ed.). Pearson Education.

Slavin, R. E. (2020). Educational Psychology: Theory and Practice (13th ed.). Pearson.