I think Skinner's comments about free will are very interesting. He suggests that our actions are determined by our environment and past experiences, rather than by our own free will. In the behaviorist scheme, the teacher's role is to create an environment that reinforces desired behaviors. As for nature versus nurture, I believe that both play a role in shaping who we are. Our genes may give us certain predispositions, but our environment and experiences can also have a big impact. Finally, I think that intelligence tests can be useful for identifying students who may need extra help, but they also have the potential to be misused. For example, they could be used to label students or to limit their opportunities. One key concept of behaviorism is reinforcement, which involves using rewards to encourage desired behaviors. For example, a teacher might give students stickers for completing their homework. I could analyze the WISC-V intelligence test and its various uses and limits.

• Angela May Mangahas

Skinner believed that free will is an illusion and that external stimuli is what shapes behavior, although he is right, nurture is no the only factor that shapes behavior, genetics also plays a role in the behavior of a person, which is the nature.

Teachers are there to guide them in order for them to grow into a person that they want to be.

Intelligence test can be a source of unhealthy competence, it can be a source of stress and doubt to a person.

The key concept that I chose is reinforcement in operant conditioning. Reinforcement are what most likely responsible for behaviors to repeat and be consistent. For example, positive reinforcement is when a child is given a reward such as candy for doing a great job in their test, this way, it increase the likelihood of the child doing great the next time they take the test.

• Jervies Hernando

A key idea from behaviorism is reinforcement. This means encouraging a behavior by rewarding it.

Example: If a student finishes their homework on time, the teacher gives them a sticker or praise. That makes the student more likely to do it again next time.

This works well for teaching routines or behavior, but it doesn’t always help students understand why they’re learning something. It’s good for short-term motivation, but not always for deeper learning.

• Windy Olqiuino

Skinner’s ideas about free will are really interesting. He believed that people don’t really have free will — that our choices are shaped by rewards and punishments. I kind of see his point because we do learn from what happens to us, but it also feels weird to think we don’t make our own choices.

In behaviorism, the teacher’s job is to guide students by using rewards or feedback to shape behavior. For example, giving praise or points when students do something right. I think this can be helpful for building good habits, but it might not help students learn to be independent thinkers.

When it comes to nature vs. nurture, Skinner definitely focused on nurture — he thought our environment has the biggest impact. I think both play a part.

Intelligence tests can help teachers understand students’ strengths, but they can also be unfair if they don’t take into account different backgrounds or ways of thinking.

• Windy Olqiuino

Skinner’s ideas about free will are really interesting. He believed that people don’t really have free will — that our choices are shaped by rewards and punishments. I kind of see his point because we do learn from what happens to us, but it also feels weird to think we don’t make our own choices.

In behaviorism, the teacher’s job is to guide students by using rewards or feedback to shape behavior. For example, giving praise or points when students do something right. I think this can be helpful for building good habits, but it might not help students learn to be independent thinkers.

When it comes to nature vs. nurture, Skinner definitely focused on nurture — he thought our environment has the biggest impact. I think both play a part.

Intelligence tests can help teachers understand students’ strengths, but they can also be unfair if they don’t take into account different backgrounds or ways of thinking.

• Windy Olqiuino

B.F. Skinner maintained that people lack free will because their actions result from previous experiences and the effects of their surroundings. Teachers serve as environmental controllers according to his behaviorist framework because they use rewards and punishments to change student behavior. The method enables students to learn routines but it fails to develop intrinsic motivation or advanced thinking or self-directed behavior. Behaviorism supports the idea that environmental factors play a more significant role than genetic factors in human development yet behavior emerges from the interaction of nature and nurture. Intelligence tests function as educational resources yet their usefulness remains limited because they contain cultural biases and focus on particular assessment methods. Skinner demonstrates how environment shapes learning but teachers need to apply his findings to promote student autonomy while meeting all educational learning standards.

• Jean Priscille Maunes

The concept of behaviorism that I have chosen is Ivan Pavlov's Classical Conditioning. Classical conditioning refers to the learning process that requires a neutral stimulus to be repeatedly paired with a stimulus that naturally receives a response, until the stimulus alone can trigger the same response. A particular example is when someone surprised you in the dark. The neutral stimulus is the dark and the stimulus is someone that surprises you or scares you multiple times. Once you enter another dark room, you will experience a feeling that there are possibilities that someone might do the same thing. You learned that there is a possibility that someone might appear to scare or surprise you.


For Skinner, the concept of the freewill is just an illusion as the behavior of a person depends on the environment. Specifically, through the rewards and punishment just like what he did with his experiment with rats. Skinner also highlighted that the past experiences and environmental factors are the influence.

In behaviorism, the role of the teacher is to create a learning environment. An environment wherein the desired results or behavior (which is to learn) should be met. Creating such an environment requires the students to receive positive reinforcement (rewards) and negative reinforcement (punishment) depending on the behaviour that the students perform academically.

Nurture and Nature both play a significant role in a person's behavior as it influences the person both in behavior and genetically.

The danger that an IQ test may bring is when the students focus on these scores to the point that they let an IQ score define them and use this to belittle others who receive a lower score.

• Leila Evangelista

The concept of behaviorism that I have chosen is Ivan Pavlov's Classical Conditioning. Classical conditioning refers to the learning process that requires a neutral stimulus to be repeatedly paired with a stimulus that naturally receives a response, until the stimulus alone can trigger the same response. A particular example is when someone surprised you in the dark. The neutral stimulus is the dark and the stimulus is someone that surprises you or scares you multiple times. Once you enter another dark room, you will experience a feeling that there are possibilities that someone might do the same thing. You learned that there is a possibility that someone might appear to scare or surprise you.


For Skinner, the concept of the freewill is just an illusion as the behavior of a person depends on the environment. Specifically, through the rewards and punishment just like what he did with his experiment with rats. Skinner also highlighted that the past experiences and environmental factors are the influence.

In behaviorism, the role of the teacher is to create a learning environment. An environment wherein the desired results or behavior (which is to learn) should be met. Creating such an environment requires the students to receive positive reinforcement (rewards) and negative reinforcement (punishment) depending on the behaviour that the students perform academically.

Nurture and Nature both play a significant role in a person's behavior as it influences the person both in behavior and genetically.

The danger that an IQ test may bring is when the students focus on these scores to the point that they let an IQ score define them and use this to belittle others who receive a lower score.

• Leila Evangelista

One key concept of behaviorism that really stands out to me is positive reinforcement. Skinner (1953) believed that behavior can be shaped by the consequences that follow it when actions are rewarded, they are more likely to be repeated. In a classroom, this can be as simple as praising students who submit their homework on time or giving tokens for good behavior. Over time, these reinforcements build consistent learning habits.

As a teacher, I see the role of behaviorism as guiding students through structured feedback and reinforcement. It reminds me that motivation can often begin externally through encouragement or recognition until it becomes internalized. However, one limitation is that it may focus too much on observable behavior and not enough on students’ internal thoughts or emotions. Despite that, behaviorism remains useful for managing classrooms and creating a positive learning environment where expectations are clear.

References:
• Skinner, B. F. (1953). Science and human behavior. Macmillan.
• Pavlov, I. P. (1927). Conditioned reflexes. Oxford University Press.
• Thorndike, E. L. (1911). Animal intelligence. Macmillan.

• Janine Gonzales

The course Foundations of Educational Psychology by Mary Kalantzis and Bill Cope explores how people learn and develop knowledge through both individual cognition and social interaction. It emphasizes that learning is not only a mental or biological process but also deeply shaped by cultural, emotional, and contextual factors. The course highlights various learning theories—behaviorism, constructivism, cognitivism, and socio-cultural perspectives—each offering unique insights into how education can support human growth and understanding.

One of the most compelling ideas from the course is that learning is both a personal and collective experience. For instance, through concepts such as scaffolding and the social mind, the course illustrates how collaboration, dialogue, and cultural exchange enhance comprehension and problem-solving. This reflects the transition from traditional teacher-centered methods to more participatory and inclusive approaches that recognize learners as active co-constructors of knowledge.

From an educational psychology standpoint, Kalantzis and Cope encourage educators to view learners as whole individuals whose thinking is influenced by brain development, social relationships, and emotional well-being. This holistic understanding urges teachers to design learning environments that are supportive, adaptive, and culturally responsive.

Ultimately, Foundations of Educational Psychology has reinforced the importance of integrating theory and practice in education. It has deepened my appreciation of how understanding the mind, brain, and social context can help create more meaningful and equitable learning experiences. As an educator, this course inspires me to apply evidence-based strategies that nurture both intellectual and emotional growth in learners.

• Annie Toledo