Classical Conditioning Classroom

Classical conditioning is one the most famous types of learning. Classical Conditioning, was discovered accidentally by Ivan Pavlov. Classical conditioning involves learning a new behavior via the process of association However, some suggest “the implications of classical conditioning in the classroom are less important than those of operant conditioning, but there is a still need for teachers to try to make sure that students associate positive emotional experiences with learning”(McLeod, 2014). Nonetheless, classical conditioning influences the way millions of children are taught across the globe. Personal observations throughout life can lead people to view and comprehend the usage of classical conditioning in several different ways.
Furthermore, an example for classical condition that will take place in the early childhood classroom would be a fire drill. The stimuli would be the sound of the bell and the

reaction to get up and go outside. This classical conditioning exercise would take place in the classroom and outside in the predetermined safe area. The importance of fire safety and an escape plan will be discussed, along with the reason why we practice the drill and the meaning of the alarm. The action will be the class conducting the drill and moving from the classroom to the safe area enough times so that when the alarm sounds it becomes a natural reaction to repeat the necessary actions. This style of conditioning requires a stimuli and a response to that particular stimuli in order for the conditioning to take place. The stimuli in this example would be the fire alarm. Children as well as adults recognize the sound of a fire alarm. They know that sound alerts them of imminent danger. Further, some children as young as three recognize that the fire alarm means they need to exit. Classical conditioning in examples such as the fire alarm determine how people comprehend and process events and situations. Also, “classical conditioning is a form of learning that binds external stimuli to reflexive, involuntary responses, operant conditioning involves voluntary behaviors, and is maintained over time by the consequences that follow those behaviors” (Goldman,2012).
Moreover, operant conditioning is a behavior that is followed by a reaction. Operant conditioning changes behaviors, these changes could be in a positive or negative way. An example for operant conditioning would be using a reward system for the spelling test at the end of the week. The children will be given sight words to learn throughout the week. Lessons and activities using these words as well as homework will be assigned. Students will be given the chance to pick a treat from a treasure box if they get 100 percent on their spelling test. Students will see the reward as incentive to get 100 and also link getting a good grade with a positive treat! This is just one example of how operant conditioning could be used as positive feedback. In addition, operant condition could be used to correct negative behavior. For example, there are some students who perform and behave better with the help of visual aids. For example in a teacher’s classroom there is a student who is constantly tapping his pencils. He bangs his pencil on the floor, the desks and sometimes even other students. This behavior is detrimental to the classroom. It disrupts other students, it is noisy, as well as it encourages other children to try it. But most importantly, it takes away from precious learning time. To correct this behavior the teacher drew a picture of a pencil with an “x” through it. This signifies no more pencil” to the little boy. Each time the teacher has to raise the sign, the little boy must give the teacher back a ticket that he has earned for good behavior. These tickets are used to “buy a trinket” out of the treasure box at the end of each week. In addition to losing tickets the teacher also found it useful to keep track of how many times he taps his pencil by keeping a chart. The visual chart helped the child realize he was doing it a lot. Every time he tapped the pencil he would get a check mark beside his name, if he received five check marks in one day he could not go to recess with the other children. These two strategies helped improve the child’s behavior drastically. These are examples of operant conditioning. The behavior of the child was voluntary and it was followed with a consequence. Moreover, the behavior that was frowned upon was tapping and banging pencils. Once the child misses recess or see the number of checkmarks the behavior could change. Also due to visual reminder, slowly the number of times the teacher has to show the sign should diminish. The consequences for the boy were negative.
Furthermore, classroom management is required to teach and have a positive learning environment for the students.

Children perform better in school when they have a routine. Ad well as, there is no uncertainty of what is expected from them. Nonetheless, there will be times where the boy may be display some challenging behavior. Or there may be times where students do not get to go to the treasure box because they did not receive a 100 on their test. However, using operant conditioning can limit the number of negative incidents daily or weekly. After someone has been conditioned to behaving a certain way, it becomes habitual. They will behave this way without even thinking about it. After a month or two of this type of conditioning the boy will follow this routine daily and will not exemplify the distraction with his pencil. Consequently, students in general; not just the boy will begin to comprehend that there are consequences for their actions. They will also fully understand the reward system and what they must do to receive a prize from the treasure

box.