SOUTHERN LUZON STATE UNIVERSITY

GUMACA CAMPUS
Gumaca, Quezon

Subject: PED05 – Facilitating Learner-Centered Teaching

Midterm Activity/Outputs
Topics: Information Processing Theory, Problem Solving and Creativity, Pavlov’s Classical
Conditioning, and Thorndike’s Connectionism

Name: LAURENCE A. DACILLO

Course/Year: BSED-MATHEMATICS III

A. Let’s Do It!

1. Teacher Clariza is a neophyte teacher in a public elementary school. She always

complains about her noisy and unruly pupils. Telling them to keep quiet in a soft
manner has not been effective. Suggest some tips on how she can condition her
class to keep still by applying the Pavlovian and Watsonian Behaviorism theories.
(15 points)

ANSWER:
Pavlovian behaviorism is based on the idea of classical conditioning, which is a form of
learning that occurs when a neutral stimulus becomes associated with a stimulus that naturally
elicits a response. For example, Pavlov trained dogs to salivate at the sound of a bell by pairing it
with food. To use the Pavlovian theory, Teacher Clariza could choose a sound that is distinct and
easy to produce, such as a bell or a whistle. She could explain to the pupils that whenever they hear
the sound, they should stop talking and look at her. She could practice this with the pupils several
times, and reward them with something they like, such as praise, stickers, or candy, every time they
follow the instruction. She could also vary the timing and frequency of the sound to make sure the
pupils are always alert and attentive. After a while, the pupils would learn to associate the sound
with the reward and the desired behavior, and they would respond automatically whenever they
hear the sound.

Watsonian behaviorism is based on the idea of operant conditioning, which is a form of

learning that occurs when a behavior is modified by its consequences. For example, Watson trained
a baby to fear a white rat by pairing it with a loud noise. To use the Watsonian theory, Teacher
Clariza could use a system of rewards and consequences to shape the pupils’ behavior. She could
set clear rules and expectations for the pupils, such as raising their hands before speaking, listening
to the teacher and their classmates, and completing their tasks on time. She could also monitor the
pupils’ behavior and provide feedback accordingly. She could use positive reinforcement to
encourage the pupils who are quiet and well-behaved, such as giving them praise or points that they
can exchange for prizes. She could use negative reinforcement to motivate the pupils who are
cooperative and attentive, such as reducing the homework or extending the recess time for the
whole class if they meet a certain goal. She could also use punishment to discourage the pupils who
are noisy and unruly, such as scolding them or taking away their privileges, such as playing games
or watching videos. She could also make sure that the rewards and consequences are consistent and
fair, and that they are applied immediately after the behavior.
2. Why is it important for in-service teachers to learn the concept of conditioning in
teaching a learner-centered classroom? (15 points)

ANSWER:
The concept of conditioning is important for in-service teachers to learn because it can help
them create a learner-centered classroom that fosters active and meaningful learning. Conditioning
is a process of learning that involves modifying the behavior of learners by using stimuli and
responses. There are two main types of conditioning: classical and operant.

Classical conditioning is based on the idea that a neutral stimulus can be associated with a
natural stimulus that elicits a certain response. For example, a teacher can use a bell or a whistle as
a signal for learners to be quiet and attentive, and pair it with a reward, such as praise or candy, that
reinforces the desired behavior. Over time, the learners will learn to associate the sound with the
reward and the behavior, and they will respond automatically whenever they hear the sound.

Operant conditioning is based on the idea that a behavior can be modified by its
consequences. For example, a teacher can use positive and negative reinforcement, as well as
punishment, to shape the behavior of learners. Positive reinforcement involves adding something
pleasant to increase a behavior, such as giving points or prizes to learners who are well-behaved.
Negative reinforcement involves removing something unpleasant to increase a behavior, such as
reducing the homework or extending the recess time for learners who are cooperative. Punishment
involves adding something unpleasant or removing something pleasant to decrease a behavior, such
as scolding or taking away privileges from learners who are noisy or unruly.

By learning the concept of conditioning, in-service teachers can design and implement
effective learning activities and assessments that align with the standards and objectives of the
curriculum. They can also create a positive and supportive learning environment that encourages
learners to participate actively, reflect on their learning, and develop higher-order thinking skills.
Furthermore, they can empower learners to take responsibility for their own learning and to
influence the content and process of the learning experience. Therefore, conditioning is a useful
concept for in-service teachers to learn in order to create a learner-centered classroom.