This demonstration shows how a neutral classroom cue (for example, a chime or clap pattern) can become a conditioned stimulus that elicits a predictable student response after repeated pairings with an instruction or routine. It connects Pavlov’s classical conditioning to practical classroom management by highlighting acquisition, extinction, and generalization.

1. Choose a neutral cue that students do not already associate with instructions (for example, a two-note chime or a unique clap pattern).
2. Define a simple, observable target response (for example, eyes on teacher, voices off, hands still).
3. Explain to the class that when they hear the cue, they should perform the target response. Practice once with coaching.
4. 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.”).
5. Keep the delay between the cue and the next action very short so the cue predicts what comes next.
6. Record whether the class meets the target within 3 seconds of the cue on each trial to track learning across time.
7. Test generalization: later in the day, use the same cue during a different activity and check whether the response occurs without coaching.
8. 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.
9. Demonstrate recovery: after a short break, present the cue again with praise and instruction to show rapid return of the response.
10. Debrief students: connect what they experienced to classical conditioning terms (neutral stimulus, unconditioned stimulus, conditioned stimulus, conditioned response, acquisition, extinction, spontaneous recovery).

Ivan Pavlov's Classical Conditioning Psychology Experiment - Andrew Daughters:

📄 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

• 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.

• 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.

• 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.)