Implication of the theory of operant conditioning:

1.Conditioning study behaviour: Teaching is the arrangement of
contingencies of reinforcement, which expedite learning. For
effective teaching teacher should arranged effective contingencies
of reinforcement. Example: For Self learning of a student teacher
should reinforce student behaviour through variety of incentives
such as prize, medal, smile, praise, affectionate patting on the back
or by giving higher marks.

2. Conditioning and classroom behaviour: During learning
process child acquire unpleasant experiences also. This
unpleasantness becomes conditioned to the teacher, subject and
the classroom and learner dislikes the subject and a teacher. Suitable behavioural contingencies, atmosphere of recognition,
acceptance, affection and esteem helps child in approaching
teacher and the subject. If student is not serious in study, teacher
make use of negative reinforcement like showing negligence,
criticising student etc. but if student is serious in study, teacher make use of positive reinforcement like prize, medal, praise and smile.

3. Managing Problem Behaviour: Two types of behaviour is seen
in the classroom viz undesired behaviour and problematic
behaviour. Operant conditioning is a behaviour therapy technique
that shape students behaviour. For this teacher should admit
positive contingencies like praise, encouragement etc. for learning.
One should not admit negative contingencies. Example punishment
(student will run away from the dull and dreary classes โ€“ escape

4.Dealing with anxieties through conditioning: Through
conditioning fear, anxieties, prejudices, attitudes, perceptual
meaning develops. Examples of anxiety are signals on the road,
siren blown during wartime, child receiving painful injection from a
doctor. Anxiety is a generalized fear response. To break the habits
of fear, a teacher should use desensitization techniques. Initially
teacher should provide very weak form of conditioned stimulus.
Gradually the strength of stimulus should be increased.

5. Conditioning group behaviour: Conditioning makes entire group learn and complete change in behaviour is seen due to
reinforcement. It breaks undesired and unsocial behaviour too.
Example: Putting questions or telling lie to teachers will make teachers annoyed in such circumstances students learn to keep mum in the class. Asking questions, active participation in class discussion will make the teacher feel happy โ€“ interaction will increase and teaching learning process becomes more effective.

6. Conditioning and Cognitive Processes: Reinforcement is
given in different form, for the progress of knowledge and in the
feedback form. When response is correct, positive reinforcement is
given. Example: A student who stands first in the class in the month
of January is rewarded in the month of December. To overcome
this Programme instruction is used. In this subject matter is broken
down into steps. Organizing in logical sequence helps in learning.
Each step is build upon the preceding step. Progress is seen in the
process of learning. Immediate reinforcement is given at each step.

7. Shaping Complex Behaviour: Complex behaviour exists in form
of a chain of small behaviour. Control is required for such kind of
behaviour. This extended form of learning is shaping technique.
Smallest Behaviour is controlled at initial stage. On behalf of different contingencies, next order of chain of behaviours is controlled. Example: Vocabulary in English. Teaching spelling is mainly a process of shaping complex form of behaviour.