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When utilising reinforcers, there needs to be strategic usage of it as this would help to promote delayed gratification. I have learned that reinforcement should be continuously rotated to prevent satiation of the item. It is important to look out for a situation where a reinforcer loses its effectiveness. Therefore, one should not depend too much on tangible items and should proceed to introduce natural reinforcement.

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This lesson sounded familiar and I could resonate because my teachers used a lot of classical conditioning in the classroom. That was during my time then, about more than 30 years ago, where we were more afraid of the teacher as compared to the students of this present generation. I guess, the familiarity of doing the same things over and over again made us realise that this was what the teacher wanted of us, how we were supposed to behave during lessons and the teachers' expectations of us. The classical conditioning strategy did work, though I guessed the teachers might not know this theory at that point of time, yet they know how to manage a class and how to manage students, made this theory a success at that point of time.
Today too, I have used this strategy as I find that the more we repeat doing the same thing over and over again, the better we remember and somehow it becomes a part of us, stuck in our memory.

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I realised that one of the key differences between classical conditioning and operant conditioning is that classical conditioning is involuntary and operant conditioning is voluntary.
It was also interesting for me to learn that the concept of classical conditioning can be used effectively for our job by ensuring a warm and safe "haven" (e.g. pullout room) for our SENO students to help to faciliate and optimise learning. Every interaction, short or long, we have with the SENO student is a valuable one to build a positive connection and association, we should not take it for granted or let it go to waste.

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I've learnt the difference between the two behavioural learning theory and trying to reflect on how to apply either theory on students that require support. I've yet to remember the different terminologies , however managed to "roughly draw" a mental image of the theories. These theories are interesting because they made me think how human or animals behaviour can be conditioned by stimulus , reinforcement as well as punishment.

Classical conditioning can also be "tricky" because the implications from "less desirable conditioning" could results in an undesirable outcome. ( Dr Liz, sorry if i'm wrong here)

For example, forming association between a musical piece to a childhood memory. I would switched off the radio or walked away when that particular music being played as it brought me to that memory where i first felt lonely in my life. That music and being left alone for about an hour almost everyday , were unconditioned stimulus and unconditioned response respectively, but turned to conditioned stimulus
( music ) and conditioned response (feeling lonely, sad ) after some time. That's called classical conditioning. The example above creates negative experience.

Like what the rest shared here, as educators we give reinforcers to our students when they exhibits positive behaviours like handwritten cards or notes, small talks over snacks , Thumbs ups and nod from far. All these might be small gestures to us but it means a lot to these students. They need affirmations to motivate them further.

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After this lesson I reflect a lot on how to use classical conditioning and operant conditioning effectively as a SENO. I find that by using Ivan Pavlov experiment with his dog and little Albert experiment help me understand classical conditioning easier. Whenever I need to find the UCS, UCR, N, CS and CR, I can refer back to these two experiments. I also learned that simply creating a positive atmosphere in the classroom can have a huge impact on students. As for operant conditioning, I learn to differentiate them into 4 categories, which are Positive reinforcement, negative reinforcement, positive punishment, and negative punishment. I also notice that classical conditioning and operant conditioning constantly appear in our daily lives, without realizing we actually are using them daily. Note to myself, be very thoughtful and careful when using punishment, avoid corporal punishments and humiliation.

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My AHA moments are learning the actual meaning of classical and operant conditioning and how it was used way back when I was a student.

I recalled back during my schooling years, my teacher used operant conditioning in both positive and negative reinforcement. I vividly remember my science teacher's way of disciplining the class. My friend and I wanted to go to the toilet as we were in the Science lab. Instead of letting us go to the bathroom, he repeatedly told us to stand and sit ten times on our bench, and we had no idea what his intention was. All eyes were on us, and they were happily giggling at us. We were so embarrassed. After the lessons, he explained why he did not let us go to the toilet.  Instead, he wants us to learn the lesson of not going to the bathroom during class as, he had already emphasized a few times. After that day, it was a lesson learned, and none of my classmates went to the toilet during their period. It was pretty interesting how that conditioning could increase our good behavior.

Interestingly at home, my parents brought me up using operant conditioning. Often if we were late coming back from school, we would be locked outside the house. Thus, with my parent's operant conditioning, we abide too, and we understood why they placed that rule for our safety. I was thankful that I was taught to call them when I am late returning home, and it has become my habit till today.

Looking at our current context of students, I guess it is not applicable to apply the negative operand conditioning as it will embarrass them, and it will create anxiety for students. Not only that, but they will also attempt on not to attend school.

As SEN Officer, we play an important part in educating children with special needs. Negative punishment is strictly not for them as they need to learn and identify their needs before they can even change their behaviors

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It is interesting how some theories explain how our behaviour is conditioned and shaped. I only thought of it as a negative influence in classical conditioning, however when I saw the guidelines and the quiz question, it can be of a positive one. I recalled of some teachers that brings in positive energy, and naturally you will like and enjoy the subject. For operant conditioning, I can understand the positive reinforcement part but took me awhile to identify the difference between the other three.

As a student, I experienced the classical conditioning and punishment, more towards negative than positive. However, I do observed that reinforcement and positive classical conditioning are being practised more often now which I think is more effective and does not embarrass the student.

But I guess the concern would be, will some students take advantage of the situation like Russell’s case study. However, based on the slides, probably have to relook on the reinforcers. Maybe mum can bring him to see the doctor to confirm his stomachache while teacher can give extra guidance to him and make the test more manageable to boost Russel’s confidence then he will come to school.

It is convenient to use punishment or negative classical conditioning especially when you need a fast response but may not work in the long run. Hence, start on a positive note, strike a balance and only use punishment when necessary.

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Just to share that after going through the facts on Classical and Operant conditioning, I now realised why i had felt exasperated back then when I was 'manning' the detention room (AKA Student management Room) in my previous school.  We were doing it all wrong!
Many times we will have the same students (whom we call recalcitrant!)  being sent to SM Room for 'time out' for the same offences over and over again and most times we also have them committing other offences..so much so we often felt lost and hopeless in helping them have a change in behaviour. The mistake we made was not having a 'personalised' reinforcer or punishment, we had all worked on a generic 'mould' for all the offences that students had committed!
Teachers are too preoccupied with teaching the syllabus and gladly sends student to SM room for any misbehaviour or offences committed.
Lecturing or counselling them when they report to SM Room (thats what we end up doing most times) did not seem to work in changing their behaviour, and now i understand why! -we need to understand the function/ motivation of their behaviour and work out the consequence that can be effective!

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I learnt about the different concepts of behavioral learning theory (classical conditioning, operant conditioning, stimulus, punishment, reinforcement) and how we can apply these concepts to classroom situations and management of students’ behaviours.

I think that it is an interesting learning approach which looks at how students’ behaviours can be conditioned and shaped by the presence or removal of stimulus and reinforcers.

When I was a student in Secondary School or JC, I studied harder especially during the year of national exams. I was motivated to do well in order to get into my dream school and course (positive reinforcement). I think that the concept of ‘operant conditioning’ can be applied in this context. As I studied hard (voluntary behaviour), and was rewarded with improvements in my results (Eg. class ranking, school ranking, good progress award) which gave me a sense of personal achievement and boosted my self-confidence to do well in my studies (positive reinforcement). Therefore, I continued to study hard consistently for my national exams.

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After going through the slides and all the videos, my view has changed. I realise that as educators, we tend to do a lot of classical conditioning for our students. Our students hating Maths, due the teacher being very fierce and unfriendly.

I feel that as a SENO, I would still use classic conditioning in a positive manner by having a friendly and positive environment, allowing students in turn to feel safe and welcoming during my lessons. I hope that in turn this will help students overcome their fear and anxiety in learning.

I also feel that I might use more of a positive reinforcement for our students with SEN by encouraging their behaviour when they do well.

After going thru this set of slides, I believe a can understand some of my students with Sen behaviours better. And why they are always”caught” misbehaving.

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I learnt that classical conditioning can take place when students associate the  SENO room with positive emotions.

I also learnt that for reinforcers to be effective, it has to be given immediately after a response is made. Consistency is important for the student to make an enduring change in their behaviour. By the end of an intervention, reinforcements should be faded off into a more naturally occurring forms so that students learn to be less dependent on our interventions.

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I had unknowingly used classical conditioning to induce warm, comfortable feeling and readiness to learn when I was an educator in a SPED school. At the start of every lesson, I would switch on calming, ambient music, switch off the lights, and get pupils to rest their head on the table for three minutes. Doing so disengages them from the previous lesson, reduces their anxiety of learning and gets them ready for my lesson. Starting the lesson with this routine greatly helps in reducing disruptive behaviours during lesson too as the lesson is started on a positive note and pleasant vibe.

We as SEN officers can be the conditioned stimulus too to evoke a positive feeling in our students to facilitate a positive learning experience in school. By building positive teacher-student relationship with our students, we can be the assuring and emotional safety figure to reduce the students’ anxiety or fear of learning. Students will associate us as the adult in school who looks after them, supports their learning and behavioural needs, and makes them feel included.

Now that I have an increased understanding of operant conditioning, it is important that I use reinforcements as my first go-to tool when working with children and adolescents as it has more positive effects. Using punishment should only be when necessary, after we have exhausted the reinforcements, as it can be humiliating and demoralising for students that we are working with. If we use punishment on students, it may also backfire as they may start to dislike the teacher, school or the subject. This behaviour may even continue throughout the academic career of the student – which is not what we want in the student. As educators we must also be wise and prudent in using operant conditioning – we must find the balance in using reinforcement and punishment. It is important to form positive TSR with our students, know our students well, what works for them and what does not.

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I've learnt the difference between classical conditioning and operant conditioning and how to apply it to our students. I've also learnt that to change a behaviour, we can use reinforcement and punishment. It's good to mix both rather than just using 1 method. I remember back in school when we will get scolded in front of the class and was humiliated by the teacher if we did something wrong. I didn't think it was wrong because most teachers did that right? and it was really a common practice among all teachers. I feel so much has changed now, as we focused more on restorative practices instead of the ineffective punishment such as caning, being sent away to sit outside general office.
When I was working as a special needs trainer and we were out on site training at retail stores, I used to treat the students lunch or small snacks if they are able to do tasks for that week and also according to the store standards. Sometimes, i allow them to try out new or more challenging tasks. The very least that I did with them was to give stickers on their Individualised Tracking Plan booklet. But it also depends on the students, some like to receive stickers but some don't. To them, it's not cool.
I guess it also takes a lot of planning of the lesson, communicate our expectations and rules to ensure students understand and able to follow. It's quite challenging for me when i brought the students out to work on site too.

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I have learnt about classical conditioning and operant conditioning. Applying in our context, for classical conditioning, as a SENO, I shall consistently treat my students with warmth and respect so that I can create a emotionally secure environment for my students. I can also be the "go to" person when my students have any problems.

As for operant conditioning, I need to determine if I shall use positive reinforcer, negative reinforcer, positive punishment or negative punishment to increase/decrease the student's behaviour. Reinforcement shall be faded eventually and too much reinforcement can lose its effectiveness too. On the other hand, punishment does little to teach acceptable behaviour. Applying to our context, I can use token system to encourage my student to perform certain behaviour and once he has achieved it, I shall slowly fade away the token system.

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There are several things which require me to unlearn and relearn. I used to think of punishments as a negative consequence for me in my life, however I now realised that it is so much more than just punishments on its own. Through reinforcements and punishments, there is just so much for me to take note of to ensure that I do not get confused with the different definition.

When I was in primary school, I used to have classmates who would always forget to bring their books to school. Hence, my teacher will make them choose 40 words from a dictionary and make them copy down the words + meaning in a foolscap paper and submit it to her, each time they forget to bring their materials. I personally thought that it was a form of punishment back then, a negative one with that said. However, now that I thought about it, I don’t think it was a bad one though because while copying and choosing words, most of us end up reading what we want to from the dictionary and ended up having better vocabulary in our list.  This also ensures that most of us will remember to bring our materials proper before coming into class.

As an AED T&L back then, I tend to bring in stickers to class so that the students would be more motivated to answer questions during my quizzes. I also get them to paste those stickers in their subject related book, so that I can keep track of their materials for the lesson (because most times Social Studies for NT is not an examinable subject, and the buy-in rate for the students is exceptionally low). They will be able to redeem their stickers for something bigger, like a pen, a cute plush keychain, a ruler, or we also allow them to combine those stickers together so that we can have an interesting IT lesson for them to redeem during the upcoming lesson. This motivates them to keep up with the lesson better.

I felt that reinforcements may be a good feasible way to ensure that desired behaviours are maintained or improved. However, as it was mentioned in the slides, when reinforcements are being used too much in class, it may backfire at the end of the day.

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These slides made me relook and rethink on the kind of environment I have provided to my pupils. Unknowingly, I have applied the classical conditioning techniques. Provision of comfort and secured environment has stimulate positive learning attitudes among them. Bearing in mind now that learning is a long term change of behavior, makes me realized the association is key to learning.

Operant conditioning is consequence that lead to change in behavior. Taking away something like tangible rewards or computer time, can increase (negative punishment) and giving back to them (positive reinforcer) to decrease the behavior.

To me, reinforcement can give more positive effect to pupils in long run. I should only resort to punishments only when it is very necessary. If I have to still carry out punishment, I should bear in mind these 2 things. Avoid physical punishments and never humiliate them

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It was initially confusing for me to differentiate the different parts of Classical Conditioning and Operant Conditioning techniques. But having watched the various youtube videos and reading through the slides, it has helped me in understanding what the different key technical terms for each concept is better.

As a teenager, whenever I misbehaved, my parents would takeaway my phone. This is a form on negative punishment. I used to be very upset over this. However, it did improve my behaviour over time as I did not want my phone to be taken away.

In my early years in school, as an AED T&L, I often do that to my students as well. If they were to misbehave or not focus in class, I would take away their phone for the day (negative punishment). By removing the positive stimuli, it helped them focus on their lessons for the rest of the day.

I also used to handwrite praise letters (positive reinforcer) to my students whenever they portrayed acts of good behaviour. This motivates them further to do more good.

There are various ways to apply Classical and Operant Conditioning in our teaching. I am able to better fine tune my methods after reading up on these two concepts.

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I learnt about the clear differences between classical and operant conditioning. There were also very good examples given in the presentation on how educators can actually use that learning method to influence the outcome. For me, I could apply classical conditioning during withdrawal sessions by creating a positive classroom environment to help students feel less nervous and elicit a feel-good warm feeling. With pleasant surroundings, they are also able to learn better.

As for operant conditioning, educators often use it in the classroom. For example, if a child misbehaves or does something unacceptable, a teacher may take away their computer time (negative punishment) or scold the student in front of the class (positive punishment). This is widely seen in schools and therefore it goes to show that rewards/punishments can be consciously doled out to create change.

Additionally, I learnt what is considered effective and ineffective forms of punishment which will help in the suggestions and decision-making when we met out consequences for undesirable behaviours. Overall, operant conditioning is an important tool for learning and modifying behavioural processes.