Behavioural: Learning happens through the understanding of the effects of consequences in the environment. Dominant throught the 20th Century with experiements on the observable behaviour of humans and animals. Pros: standardised, objectively defined language. Cons: ethically dubious experiements, assumption humoans and animals are the same, lack of interest in non-observable mental events (Gross, 2014; Minton, 2012; Fairholm, 2012).
Pavlov. His experiements training dogs to respond to bells can be seen in use where a reaction is required without great thought. Fire alarm drills, ensuring children are trained how to leave the school safely when they hear the bell, or the playtime whistle ensuring they go to line up outside their classes at the end of break are everyday examples.
Watson His message that environment was the decisive factor in outcomes is outdated, but can influence understanding about the need to acknowledge children's fears and to ensure they are not habituated to dislike school due to unkind staff or bullying from other children (Fairholm, 2012).
Skinner. His experiments demonstrated positive rewards work better than negative punishments. While many schools still use reward charts, stickers and stars to encourage 'good' behaviour and acceptable work, more recent research suggests intrinsic rewards are more effective than extrinsic and childfen should be encouraged to work for their own satisfaction, not for stickers or praise.
Bandura His reciprocal determinism allows for more free will than Watson and accepts thought can affect outcomes as well as environment. Creativity and imagination can free people from past set behaviours. Teachers can often help to break poor behavioural habits learnt at home (Fairholm, 2012)