DIVINE GRACE V.

GALORIO
BEEd-III

Skinner’s Operant Conditioning

LEARNING ACTIVITY

Activity 1
Answer the following: 10pts each
1. How does operant conditioning create opposite effect that what was intended? Cite a sample classroom
situation.
- Operant conditioning should also be used to maintain a well-organized classroom climate. A teacher,
for example, may dismiss students who yell out accurate answers but allow them to repeat when they
raise their hands. Furthermore, utilizing operant conditioning, the teacher can provide rapid feedback on
whether a student's behavior is pleasant or unpleasant. In order to reduce unfavorable student conduct,
it is critical to provide feedback.

2. How does feedback interplay in the use of punishments and rewards in classroom situations to facilitate a
learner-centered class? You can provide sample classroom situation/s to illustrate your point.

3. The effectiveness of
punishment versus reward in
classroom management is
4. an ongoing issue for
education professionals. Both
tactics provide teachers with
5. leverage when working
with disruptive and self-
motivated students. Before
you
6. decide whether to motivate
students with rewards or
manage with consequences,
7. you should explore both
options.
8. The effectiveness of
punishment versus reward in
classroom management is
9. an ongoing issue for
education professionals. Both
tactics provide teachers with
10. leverage when working
with disruptive and self-
 motivated students. Before
you
11. decide whether to motivate
students with rewards or
manage with consequences,
12. you should explore both
options.
13. The effectiveness of
punishment versus reward in
classroom management is
14. an ongoing issue for
education professionals. Both
tactics provide teachers with
15. leverage when working
with disruptive and self-
motivated students. Before
you
16. decide whether to motivate
students with rewards or
manage with consequences,
17. you should explore both
options.
18. The effectiveness of
punishment versus reward in
classroom management is
19. an ongoing issue for
education professionals. Both
tactics provide teachers with
20. leverage when working
with disruptive and self-
motivated students. Before
you
21. decide whether to motivate
students with rewards or
manage with consequences,
22. you should explore both
options
23. The effectiveness of
punishment versus reward in
classroom management is
24. an ongoing issue for
education professionals. Both
tactics provide teachers with
25. leverage when working
with disruptive and self-
motivated students. Before
you
26. decide whether to motivate
students with rewards or
manage with consequences,
27. you should explore both
options
28. The effectiveness of
punishment versus reward in
classroom management is
29. an ongoing issue for
education professionals. Both
tactics provide teachers with
30. leverage when working
with disruptive and self-
motivated students. Before
you
 31. decide whether to motivate
students with rewards or
manage with consequences,
32. you should explore both
options
- Education professionals are still debating the usefulness of punishment and rewards in classroom
management. When working with disruptive and self-motivated children, both strategies give teachers
an advantage. You should consider both possibilities before deciding whether to motivate pupils with
prizes or manage with penalties. When rules are broken, educators frequently choose punishments. But
when a child does something well, a reward will be given. but it is not good to always have rewards for
a student, because the more concentrated the reward is given the better the child will become. and
when it comes to the point that they will work for the reward and when there is no reward they will not
work.

The Positive Side of Punishments

Educators often choose
punishments when rules are
not followed. They lay out
guidelines when the year begins
and list what the punishments will
be if the rules are
not followed. The
punishments, or consequences,
usually involve withholding
something the student enjoys. For
example, a disruptive student may
be kept in at
recess time or serve detention after
school. A student who frequently
distracts his
peers from learning will be
deterred if he knows he will not
receive a class treat at the
end of the month