Running head: OPERANT CONDITIONING IN THE CLASSROOM

The Effectiveness of Operant Conditioning in the Classroom

Chianti Leak
Queens University of Charlotte

OPERANT CONDITIONING IN THE CLASSROOM

Abstract
All living organisms, things, species have conditioned themselves to adapt, live and survive in
their current environment. The classroom is a world all its own for the teacher to set rules, guide
and explain the lessons of the day and facilitate the conduction of classroom behavior to an
environment conducive to learning. B.F. Skinner theory of Operant Conditioning will be
observed. Students adapt their behavior accordingly to the rules set-fourth by the teacher and
most often times, it is for a reinforcement of an unwanted behavior that the student had
previously been punished for. When the student has had punishment for an adverse behavior in
the classroom, they typically will reconsider their actions, remembering the outcome, which is
punishment. Rewards are given to invoke positive reinforcement for desirable behaviors and an
aversive stimulus is taken away permitting negative reinforcement to encourage a desired
behavior.
Keywords: reinforcement, adapt, punishment, consequences, behavior

OPERANT CONDITIONING IN THE CLASSROOM

The Effectiveness of Operant Conditioning in the Classroom

Recent studies have shown that functional independence, in which a student can
assimilate on their own, the operants cues. This study provides support for B.F. Skinnners (1957
assertion that learners or students may need specific training (cues), for a vocal response to occur
across a variety of contexts (Hall & Sundberg, 1987; Lamarre & Holland, 1985). The research
has focused on identification of the conditions under which a small similar area of responses
occur across verbal operants. (Kelley, Shillingsburg, Castro, Addison and LaRue (2007).
B. F. Skinners theory of operant conditioning has been put into place and implemented
in many classrooms in the past and is currently being used in todays classrooms. The students
are given reinforcement for behavior the teacher would like to see occur more frequently, and
they are given punishments for behaviors that should be exhibited less frequently.
The lights may be turned off if the class if the class is getting too loud and this signal is
cue for the students to stop talking and regain focus of the task at hand. Some reading programs
follow positive reinforcement principles as an incentive to get students reading more. The more
the student reads, the more points and prizes they can earn. Classroom management time can be
based on positive and negative punishment. Students may be given detention for consistently not
following directions in class, or they may have their recess taken away for inappropriate
behavior. Classroom management can also be based on positive and negative reinforcement.
Students may be given an option to bring in an electronic device for turning in all of their
homework; or their recess may be extended for conducting good behavior in the class.

OPERANT CONDITIONING IN THE CLASSROOM

The Effectiveness of Operant Conditioning in the Classroom

Using operant conditioning in the classroom can be effective and beneficial for teachers.
Applying this theoretical approach helps students learn and adapt a new onset of behaviors and
skills. To adjust an unwanted behavior it is appropriate for the teacher to focus on the unwanted
behavior, rather than the cause of the behavior. (Neuringer, 2012, p.8). This approach does not
sound feasible in that, if you give it logical thought, one would say that it seems as if you would
try to find the root of what is causing the student to behave in a negative manor, address that
issue first because it is the stimulus that is causing the undesirable behavior.
In operant conditioning this is not so; teachers must identify and determine what response
or type of behavior they wish to reinforce in the student. Operant conditioning examines the
relationship between an individuals behavior and their environment and attempts to understand
the behavior through knowledge of factors that modify the behavior.
Research in regards to the effect of teacher attention, peer attention, token reinforcement
and vicarious reinforcement, states a teachers attention to classroom will increase positive
behavior. (K.I. Altman, T.E. Linton. P. 39-40).
In K-5, young students are already vying for attention at home,with peers and from their
teacher. They conceive whether or not they are being paid any attention to daily, and when
attention is insufficient, they may begin to alter a once desirable behavior into an unwanted
behavior. If a teacher uses cues, such as eye contact and a head nod to show that he or she
agrees with the student as a way of approval, this gesture or cue will be seen as positive feedback
and will increase a desired behavior.

OPERANT CONDITIONING IN THE CLASSROOM

The Effectiveness of Operant Conditioning in the Classroom

The use of negative reinforcement in the class has proven to be beneficial to students
learning as well as positive reinforcement. Negative reinforcement is when a desired behavior
that is strengthened by the removal of a contingent stimulus. With the aversive, behavior raising
the contingent stimulus that is removed during negative reinforcement is referred to as a negative
reinforcer. A negative reinforcer is any one thing that can be taken away in response to the
behavior, increases the strength and frequency of that behavior. Some commonly used negative
reinforcers in the classroom are taking away an aversive lesson, act or punishment. As in the
dismissal of detention.
Reinforcers are consequences that strengthen behavior. Consequences of behavior are
directly related to the events that either come immediately before or after the behavior
modification assuming that the observed and measured behaviors are necessary to change and it
is a behavior easily able to be changed by the teacher. Punishments are consequences that
weaken behavior. All behavior follows a set of consistent rules. Methods can be developed for
defining, observing, and measuring behaviors, as well as designing effective interventions along
the way, what works on one student may or may not work on another. Modifying behavior is a
technique that will be readily and consistently used in the class, rather they are either applied
inefficiently or inconsistently. All behavior is maintained, changed, or shaped by the
consequences of ones behavior. Students function and learn more effectively under the right set
of consequences for their behavior, rather it be positive or negative. .

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Hall, G., & Sundberg, M. L. (1987). Teaching mands by manipulating, conditioned establishing
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Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental) conditioning.
Retrieved June 23, 2009 from http://chiron.valdosta.edu/whuitt/col/behsys/operant.html
K.I. Altman, T.E. Linton. P. 39-40. Volume 1, Issue 2 (1992)
Kelley, Shillingsburg, Castro, Addison and LaRue (2007). Further evaluation of emerging
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