Reflection On Teaching And Conditioning

Behavioural:

Focuses on learned action when certain stimulus is present.

Maybe defined as a change of behaviour as a result of experience that can be measured

Extensive use of precise goal setting, modelling, prompting, rehearsal, reinforcement and shaping

Considers all the behaviour is learned and that learning occurs as a result of the effect of one’s behaviour on the environment. (Peter Westwood 2004, p18)

A learner’s actions and responses are in some way either rewarded or punished, and thereby strengthened or weakened.

When an action or response produces a pleasant or rewarding outcome that behaviour is likely to be repeated. In contract, the response that brings displeasure or pain is more likely to weaken and fade.

Observable behaviour changes as evidence of learning.

When operant conditioning principles are applied to teaching situations, the schedule of rewards can be engineering to bring about learning towards the objectives of the lesson.

Classical conditioning or reflex conditioning related to situations where a physiological or emotional reaction becomes paired with, and later evoked by, a particular stimulus. The way children feel about school and certain school subjects if often associated closely with good or bad experiences they have had.

As Ormrod (2003, p 304) states, when they encounter unpleasant stimuli – negative comments, public humiliation, or constant frustration and failure – they may eventually learn to fear or dislike a particular activity,