BEHAVIORISM APPROACH USING THE THEORIES BY PAVLOV AND

SKINER.
Classic conditioning is the learning process in which a biologically potent (naturally occurring)
stimulus is paired with a previously neutral stimulus, (Pavlov, 1951). This classical conditioning
theory can be applied in learning and teaching using the principles which Ivan Pavlov used in his
theory. The principles which Pavlov used are: Acquisition, extinction, spontaneous recovery,
stimulus generalization and stimulus discrimination.

In the first place, acquisition. Is a process of learning to associate a conditioned stimulus with an
unconditioned stimulus forming a new conditional response tendency, (Konorski, J. & Miller, S.,
1937). This means that when a student learns something new, it has been acquired.

Secondly, extinction. Is a gradual weakening and eventual disappearance of a conditioned

response tendency. It occurs when the conditioned stimulus (CS) is repeatedly presented alone,
without the unconditioned stimulus (US), (Christian, K.M. & Thompson, R.F., 2003). For
example, when a teacher teaches something new and students are failing to acquire it, a teacher
should repeat it until the students get acquired.

Thirdly, spontaneous recovery. Sometimes there will be a reappearance of a response that had
been extinguished. The recovery can occur after a period of non-exposure to the conditioned
stimulus. It is called spontaneous because the response seems to reappear out of nowhere,
(Watson, 1916). For example, when more students forget the topic they learnt, a teacher must
repeat the topic so, as to make the students familiar to the topic again.

Last but not least. Stimulus generalization. Is when a response to a specific stimulus becomes
associated to other stimuli (similar stimuli) and now occurs to those other similar stimulus,
(Yerkes, R.M. & Morgulis, S., 1906).

Lastly, stimulus discrimination. It means learning or conditioned to respond to one stimulus and
not the other, (Skinner, 1935). For example, when some students are making noise when the
teacher is teaching, other students must learn to concentrate to only what the teacher is teaching
not to what their fellow students are saying.
In conclusion, the above paragraphs have talked how classical conditioning theory can be applied
in teaching and learning using the principles that Pavlov used in his theory like: acquisition and
extinction just to mention a few.

Operant conditioning is the type of learning in which voluntary, (controllable and non-
reflective) behavior is strengthened if it is reinforced and weakened if it is punished, (or not
reinforced), (Skinner, 1938). This method of learning occurs through reinforcements and
punishments. According to skinner, 1938, the operant conditioning theory states that, the future
behavior is determined by the consequences of past behaviors, hence the teacher in classroom
can apply this theory through use of positive and negative reinforcements and positive and
negative punishments. The following paragraphs will talk much about these in details.

In the first place, positive reinforcement. This means that, the rewards / praise "is favorable
events or outcomes that are presented after the behavior, (Ferster, C.B., & Skinner, B.F., 1957).
A behavior is strengthened by addition of something. For example, when the student answers
correctly in class, a teacher must say "clap hands for him or her" or "that's excellent, keep it up".

Secondly, negative reinforcement. This means "removal" in this situation and response is
strengthened by the removal of something considered unpleasant, (Thorndke, 1898). For
example, when the students are making noise during the lesson, the teacher must say "keep
quiet" so as to keep the students concentrating on the lesson by removing the noise in class.

Last but not least, positive punishment. This occurs when response produces a stimulus and that
response decreases in probability in the future in similar circumstances, (King, 2013).For
example, when a student is playing or sleeping in class a teacher must tell the student to stand at
the back of the class until the lesson ends, so as to reduce the student's behavior of sleeping or
playing in class when the lesson is still in progress.

Finally, negative punishment. This occurs when a response produces a removal of stimulus and
that response decreases in probability in the future in similar circumstances, (Bandura, 1977).For
example, when a student is not reporting to the class many times, a teacher must deduct the
marks of that student from his or her continuous assessments, so as to reduce or remove behavior
of not reporting to the class without any genuine reason.
In conclusion, the above paragraphs have talked in detail how the teacher can apply operant
conditioning theory by Skinner to shape or model the behavior of students in class so as to come
up with positive outcomes, as this can be done through, positive and negative reinforcements and
positive and negative punishments.