Classical and Operant Conditioning in the Classroom

1.      Compare and contrast classical and operant conditioning.

The classical and operant types of conditioning, which Pavlov and Skinner championed, respectively, have similarities. Teachers sometimes do not know that they implement these types of conditioning. The two are used to develop behavior. On the other hand, the differences are the following: (1) classical conditioning is utilized to improve designated behavior deliberately through repetition and association, while (2) operant conditioning is more of rewards and consequences.

 

2.      How do you apply the concept of observational learning in the classroom?

For instance, a teacher constantly reiterates to his students the value of kindness, but he does not manifest it. Conversely, students see rude and unkind behaviors such as shouting and cursing, so expect that students will emulate the latter actuations, more than his advice. “Action speaks louder than words” so the adage goes. Children are good observers, and they learn coming from mere watching. They shall imitate whatever the teacher does, since it is inherently how they learn.

As a teacher, I know that I play an important role in educating the children. They look very high on me, and that they see me as an authority and person who is worthy of emulation. Therefore, they conceive whatever I do as appropriate and suitable. I need to act and speak with caution, and display myself with integrity, adhering to the school’s vision.

3.      What behavioral principles can you use to:

 a.      strengthen a desirable behavior.

Skinner is such a hero for teachers; through his works on operant conditioning, I can help my students to bolster desirable behaviors. Like other teachers, I use positive reinforcement to heighten up the students’ pleasing acts. When I see someone, who recites with thorough explanation, I commend them. Such verbal praise increases one’s confidence. Also, I give additional points when I see a well-behaved student, and when I receive a project which I know has made with hard work and excellence.

       b.      decrease/ eliminate an undesirable behavior.

One way in which I can dissolve a very boisterous and rowdy class is when I use my whistle. I just blow it to silence them. I did it several times to my class whenever such situation occurs. The high-pitched sound of the whistle cannot be tolerated by the students; it is annoying and irritating to the ears, and I do feel the same. However, I think, it is an effective way to manage extreme situations. Now, I notice that whenever I will about to blow the whistle, students start to cover their ears and to be quiet. From my observation, the mere act of me holding the whistle will make them feel terrified, even I am not yet blowing it. Now, the raising of the whistle can be associated with a teacher’s unhappiness. Such is a clear manifestation of classical conditioning which Pavlov championed.

       c.       develop a new behavior.

Bandura’s observational learning can be of help when discussing about helping one to develop a new behavior. As a teacher, I first demonstrate a certain skill before the students do it. They need first to see me do it, and then later they imitate such. From there, they can manifest their learning.