======Pavlov in the Classroom======


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**Alternative titles:** Classical Conditioning
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====Summary====                   
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====Procedure====  
  - Choose a neutral cue that students do not already associate with instructions (for example, a two-note chime or a unique clap pattern).
  - Define a simple, observable target response (for example, eyes on teacher, voices off, hands still).
  - Explain to the class that when they hear the cue, they should perform the target response. Practice once with coaching.
  - Begin acquisition: run 6-10 short trials across a lesson. Give the cue, immediately give brief praise and a clear instruction that follows the response (for example, “Thank you. Open your notebooks to page 12.”).
  - Keep the delay between the cue and the next action very short so the cue predicts what comes next.
  - Record whether the class meets the target within 3 seconds of the cue on each trial to track learning across time.
  - Test generalization: later in the day, use the same cue during a different activity and check whether the response occurs without coaching.
  - Demonstrate extinction: run two or three instances where the cue is given but no instruction follows and no praise is provided. Note how the conditioned response weakens.
  - Demonstrate recovery: after a short break, present the cue again with praise and instruction to show rapid return of the response.
  - Debrief students: connect what they experienced to classical conditioning terms (neutral stimulus, unconditioned stimulus, conditioned stimulus, conditioned response, acquisition, extinction, spontaneous recovery).



====Links==== 
Ivan Pavlov's Classical Conditioning Psychology Experiment - Andrew Daughters: 
{{youtube>BB7AIrt06ck?}}\\

📄 Pavlov in the Classroom: Understanding Triggers and Responses - Teach HQ: [[https://teachhq.com/article/show/pavlov-in-the-classroom-understanding-triggers-and-responses]]\\

📄 Pavlov’s Dogs Experiment and Pavlovian Conditioning Response - Simple Psychology: [[https://www.simplypsychology.org/pavlov.html]]\\

====Variations====
  * Pair the cue with different classroom routines (transition to groups, tidy up, start reading) to compare how quickly each becomes conditioned.
  * Use visual cues (raised sign or hand signal) versus auditory cues (chime or clap) and compare which acquires faster.
  * Compare immediate versus delayed follow-ups after the cue to show how timing affects conditioning strength.
  * Have student leaders deliver the cue to test whether the conditioned response transfers to a different person.
  * Use a clicker or bell for a single small group while the rest of the class works, to illustrate selective conditioning.




====Safety Precautions====
  * Avoid loud or aversive sounds; keep cue volume comfortable to protect hearing.
  * Do not use negative or fear-based stimuli; conditioning should remain positive and supportive.
  * Obtain consent if collecting identifiable performance data; anonymize records if shared.
  * Be culturally sensitive with gestures or signals to ensure inclusivity and comfort for all students.
  * Ensure the cue does not disadvantage students with sensory processing differences; provide alternative accessible cues if needed.




====Questions to Consider====
  * What turned the neutral cue into a conditioned stimulus? (Repeated pairing of the cue with immediate instructions and positive feedback.)
  * Why did the response weaken during extinction? (Without reinforcement or the expected follow-up, the cue no longer predicted an outcome.)
  * How does timing affect learning in classical conditioning? (Short intervals between cue and consequence strengthen the association.)
  * Did the response generalize to new contexts or people? (If yes, the association transferred; if not, more varied practice is needed.)
  * How can teachers keep conditioning positive rather than coercive? (Use brief, pleasant cues and reinforce desired behaviors with praise and clarity.)
  * What classroom routines benefit most from conditioned cues? (Transitions and attention-getting often show the fastest, most reliable effects.)