In this presentation, I discuss the basis and benefits of operant conditioning techniques in the classroom.

1. Operant
Conditioning
BENEFITS IN A PRE-K ENVIRONMENT
Stephanie M. Schuler
SOE 115 Psychology of Teaching and Learning
Kendall College/National Louis University

2. What is Operant Conditioning?
 Burrhus Frederick Skinner, more commonly known as B.F. Skinner (1904-
1990), graduated from Harvard with his Ph.D. in Psychology in 1931.
Skinner was influenced by Watson’s Law of Effect and refined the concept
of operant conditioning. He invented the “Skinner box” which used rats to
study his theories by rewarding behaviors Skinner wanted and ignoring
behaviors he did not. Skinner wanted to prove his theory that behaviors
that were rewarded would increase and get stronger so he added a lever
inside the “Skinner box”. When the rats pressed the lever, a food pellet
would pop out. The rats quickly learned to go straight to the lever when
they wanted to be fed.
 This theory interests me because after reading, I realized that I utilize these
techniques in my classroom. I want to enhance my strategies to further
benefit my students.
Photo credit:
https://psychology
.fas.harvard.edu/p
eople/b-f-skinner

3. Saul McLeod, Simply
Psychology
 McLeod (2018) states that individuals figure out behaviors and
consequence through the use of operant conditioning (Skinner,
1938). The author goes on to describe the various parts of
Skinner’s experiment. In the Skinner Box, the rats were
rewarded with food pellets when they pressed a lever, this is
positive reinforcement. When the lever was not pressed, the
rats got shocked through an electric current, this is negative
reinforcement. The rats quickly learned that not only did they
not receive a shock, but they also got a food pellet when they
pressed the lever. In 1951, Skinner argued that operant
conditioning can be used to produce desired behavior. Photo credit:
http://braintour.harvard.edu/archives/portfolio
-items/skinner-and-behaviorism

4. Rebecca Renner, Classroom.com
 According to Renner (2018), using operant conditioning in the classroom
can have many effects on students, one effect being classroom
management. Teachers have found that by using operant conditioning,
students receive immediate feedback. When a teacher rewards behaviors
they want in the classroom, students are quicker to copy the behavior to
keep earning that reward. By punishing behaviors the teacher does not
want in the classroom, the hope is that behavior becomes extinguished.
This may work for a classroom, but the student that is causing the
unwanted behaviors may not always stop.
Photo credit: kidsbehaviour.co.uk

5. James P. Burns,
Report 1974
 Burns (1974) found that when observing two students in
general education first and second grade classrooms, the
students’ offending behaviors decreased when their play-
time was affected. The students were given play-time
reinforcement when their disruptions were below a set
level in a session. After 24 days, the first student had a
drop of disruptive behaviors (a mean of 5.3 to 2.3) and
afternoon disruptions dropped as well (3 to 1.2). The
second student produced similar results. Burns concluded
that these findings supported using operant conditioning
as a beneficial classroom management technique.
Photo credit: Notimeforflashcards.com

6. Analysis
 It seems to me that a majority of the articles I came across regarding
operant conditioning were all coming from the same angle. My sources
pointed out the benefits of utilizing operant conditioning in a classroom
setting and I feel it is for good reason. Children want to please by nature,
so it only makes sense to use techniques based in operant conditioning
since it gives almost immediate feedback.
Photo credit: phys.org

7. Connections
 Operant conditioning can span all ages, so
this is a technique that can be used in
Preschool classrooms. For many children,
Preschool is their first taste of formal
education and one of the most important
lessons learned is how to behave
appropriately in a classroom setting.
Children are extremely visual, so if they
see a peer getting a reward they want,
they are more likely to also perform the
desired behavior. Photo credit: newkidscenter.com

8. Connections (cont’d)
 As I stated in the first slide, I use operant
conditioning in my classroom. For example, during
Circle Time, the desired behaviors I want my
students to exhibit is to have “calm bodies, quiet
voices, and eyes watching”. While I’m reading a
story, if I notice that a child is having a difficult time
sitting still or being quiet, I will give praise to
another student who is behaving appropriately by
saying something like “Chloe, I love how your eyes
are watching my book and your ears are listening to
my words, great job!” instead of saying “Sarah, you
need to sit still and be quiet.” This approach
benefits all students since I am not viewed as an
adult who is reprimanding.
Photo credit: dreamstime.com

9. Conclusion
 It is hard to believe that an idea from the
1930’s is just recently getting used to it’s
full potential in regards to usage in
classrooms. Operant conditioning is
beneficial from all ages and abilities
because you can change the technique
based on the needs and abilities of your
student(s). By utilizing this technique,
you are able to positively address
situations in your classroom without the
use of stern words or loud voices while
also curtailing any unwanted behaviors.
Photo credit: Therapytravelers.com

10. Family Communication
 If a parent decided to discuss my method of classroom management by
use of operant conditioning, I would most likely respond:
“By utilizing operant conditioning in my classroom, I am able to
maximize student learning time while also addressing any
behaviors that may pop up over the course of the day. By
rewarding desired behaviors, the likelihood of a student
expressing undesired behaviors decreases while the desired
behaviors increases. This allows all students to have a positive
learning experience at school.”

11. References
 B. F. Skinner. (n.d.). Retrieved August 15, 2018, from
https://psychology.fas.harvard.edu/people/b-f-skinner
 Mcleod, S. (2018). Skinner - Operant Conditioning. Retrieved August 15, 2018,
from https://www.simplypsychology.org/operant-conditioning.html
 Renner, R. (2018, August 01). How to Use Operant Conditioning in the Classroom.
Retrieved August 15, 2018, from https://classroom.synonym.com/use-operant-
conditioning-classroom-7860675.html
 B., & P., J. (1973, November 30). The Use of a DRL Schedule of Reinforcement to
Reduce Student Misbehavior in Two Elementary Classrooms. Retrieved August 15,
2018, from
https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED102785