Debunking AI - How it works, and why we should care

It's undeniable that AI has become a central topic in education. As a piece of emergent technology, its potential is staggering for both educators and students. However, despite the continuous discussion on its potential utility and misuse, I rarely see people talk about how AI actually operates. That's why I aim to spread some awareness about AI and its many intricacies in this post. I am hardly the leading expert, and I admit that there are many things I don't fully understand either, but I hope to at least shed some light on the enigma that is AI and maybe inspire my readers to conduct their own research. Let's start with... 

Artificial Intelligence is a myth. Now, this is a bit of an exaggeration. AI obviously exists since we use it. However, it may not exist in the way that you imagine it. The way AI is portrayed in popular media has always been sentience; an advanced machine becomes able to think and act on its own accord, cue robots taking over the world. The AI that we have become so familiar with is quite different. In the real world, AI does not have sentience or consciousness. It does not think or feel, no matter how convincing of an essay it can produce on any topic. By that same metric, it cannot create anything original, either. 

AI can only change what already exists. Since AI cannot have original thoughts, it must form its output based on existing information. Fortunately(or unfortunately), it has access to the greatest collection of data and information in history: the internet. When you ask AI whether or not you should eat a carrot, it surges through the internet, finding any information it can on carrots. Nutritional values, common recipes, anything is fair game. It then spits that information back out to you, with the grammar and language structure it copies from countless pieces of blog posts or comments made by other humans. Even when you ask AI to help you come up with new ideas, it can only look for information with a "new idea" label and return that to you. AI is extremely efficient at finding that information, but that's all it can do. 

So why does this matter? Why is it important to understand how AI works? Despite only being an elaborate pattern recognition machine, AI has become scarily powerful. The best example is GenAI, or generative AI. This is an umbrella term for AI that can create "new" content such as text, code, images, or videos. While we may use GenAI to make lesson plans, people have already used it to conduct scams in video calls, or worse, generate inappropriate content of others without consent. As AI becomes more powerful, it will become virtually impossible to distinguish real content from AI content. Thus, our role as educators is to teach responsible use and digital literacy to our students. Remember that not everything you see online is real, and interact online in a way that does not put you at risk. To that end, I believe using AI in classrooms should not just be encouraged, but mandatory. It is better for students to be exposed to this technology in a safe environment, and much worse for them to use it without guidance or remaining unaware of it. When I think about what AI can do, a few plagiarized assignments seem like less of a concern. 

Now, please keep in mind what I said at the start of the post. I am not the leading expert on AI, and I don't claim to know every nuance of how AI works or will change. If any of what you read made you think, I highly recommend you look into AI yourselves and come to your own conclusions. I would like to leave you with a TED talk about AI. Please check it out if you're interested. Thank you for reading, and may the tides of history wash gently over us all. 

Chinese room: understanding vs regurgitation 

JerryL@NUO

Let's “Spark It”- Considering How Interest is Built in Education

In Week 3’s Learning and Development class, I was really drawn to the topic of interest. I know at least for me as a future educator, we often dream of entering the profession awaiting the moment we hand a lifelong love of learning to our students—as if we pass a torch across a desk. But this idea shifted today. The reality of learning is a bit more nuanced: interest isn't something we can simply "give" to a student.

During this presentation, I realized that as much as we want students to reach the tier of lifelong learning, it is unrealistic. We can't simply package up enthusiasm, hand it over, and expect it to take root automatically or immediately. Instead, what we can do, however, is design the conditions of how curiosity becomes inevitable with a spark.

 Instead of viewing interest as a commodity we deliver, it helps to view it as an active, evolving process. I think about the first time I learned to play soccer at 5 years old- I was the definition of a “grass picker.” However, the more exposure I had, it became my favourite thing to do as I got older. We can similarly consider this in the classroom; the goal is not to force interest; we invent the environment so it can grow!

Our role as teachers unfolds in three distinct stages that the group laid out perfectly:

1. Spark It: We create high-engagement opportunities—a thought-provoking question, an unexpected demonstration, a hands-on problem—that catch students off guard and pull them in.

2. Support It: When that initial flicker appears, we recognize it. We don't let it fade out; we provide resources, encouragement, and low-stakes opportunities to explore further.

3. Let It Grow: We step back and give students room to take ownership, guiding them from passive interest to active inquiry.

Interest doesn't stay static; it matures through distinct phases. In educational psychology, this progression moves across four primary stages:

• Situational Interest: This is environmental and temporary. A compelling story or an interactive game catches a student’s attention in the moment, even if they didn't care about the topic five minutes prior.

• Individual Interest: With repeated exposure and support, that temporary spark deepens. A student starts saying, "I’m actually interested in this—I want to explore more on my own." It becomes a personal preference.

• General Interest: As students gain confidence in pursuing their own questions, their curiosity widens. They develop an appetite for discovery that transcends a single subject.

• Lifelong Learning: Curiosity becomes a core part of their identity. They no longer need a classroom or a grade to prompt learning—they simply like learning about everything.

This foundation made me realize that interest is not something that appears. It is a work in progress, and as teachers, we need to be comfortable with this progression. Have you ever built a campfire? The fire does not ignite straight away; it starts with a spark. 

With that said, a single spark rarely creates a permanent learner. But when you chain together enough small reactions—a cool experiment, a new learning environment, a tailored project, or even a moment of genuine recognition when a student asks a good question—those small moments build momentum toward interest. You do not even have to be the singular educator that makes this happen!

Once you generate enough of these micro-reactions, the energy shifts. The momentum flips from teacher-driven to student-driven. Given enough exposure and authentic support, that localized interest explodes into general curiosity.

Our job isn't to force the reaction. Our job is to build the environment, supply the fuel, and step back as the chain reaction takes off. Until there is a spark!

EmmaH@OTU

eduTopia Articles of Interest

 

                                                                

9 Tips for Using AI for Learning (and Fun!) These innovative, AI-driven activities will help you engage students across grade levels and subject areas.

Revamping District-Wide PD Days A differentiated instruction approach, including giving teachers a choice of sessions to attend, can make mandated professional learning more effective.

Building Better Readers With Scaffolded Read Alouds By reading books out loud every day, teachers introduce students to higher-level texts and new vocabulary, while modeling deeper thinking and strong discussion skills.

PBL That Fosters Empathy and Community Project-based learning can cultivate collaboration, creativity, and critical thinking across the grades.

The Power of One Good Math Question By focusing on authentic moments of inquiry, elementary students engage in critical thinking in math class.

Incorporating Photos, Videos, and Other Media in the Classroom By treating media like text, teachers can create a fast, relevant, and affordable lesson that stimulates lively discussion.

5 Tools Teachers Can Use to Find Research-Backed Edtech That Works Only a sliver of edtech products have been subjected to rigorous research into whether they work, but new online tools are making it easier for teachers to find tools that fit their needs. Anderson@OISE

Struggling Productively and Growing Students' Confidence

When I was younger, I always remember being kind of upset when I came to a teacher for help and they told me to keep trying or to ask my peers, because I just wanted their help and that was it. What I did not realize is that struggling a little bit would actually help me later on in my life, not only with building my confidence but also my perseverance and motivation. Letting students make mistakes and struggle through a problem is actually helping them rather than hindering them.

If teachers are always there to show students the answer or how to get to it, students will never learn how to work through a problem or come up with solutions on their own. This does not mean that teachers should be completely hands-off, but rather they can guide and even demonstrate. For example, using the strategy of "I do, we do, you do," can foster confidence and allow students to gain independence. In the first Keynote presentation, the example of kindergarten students learning how to zip up their jackets using this method, gave them the confidence to be able to do it on their own, and even help other classmates learn how to zip their jackets. I found this example really interesting as it shows just how important it is to help students grow their confidence from a young age, as it prepares them to approach new challenges as they get older. 

As students get older, we want them to become less reliant on teachers as a fallback when things get challenging. Instead, having teachers take a step back in some cases can help students develop critical transferable skills, like problem-solving, critical thinking, self-regulation, communication, and collaboration. These skills are crucial to everyday life, so providing a foundation to build those skills on is very important. I also think that letting students have a bit of time to struggle can prepare them for higher grade levels and the challenges that come with them. For example, in grade 3 students must complete EQAO testing, which does not allow teacher assistance, so having students work independently and problem solve actually has a practical benefit. 

In conclusion, it might seem cruel at first but, allowing students to have some time to struggle through a problem is actually one of the best ways to grow their independence and foster confidence for when they figure something out for themselves. Here is one way I like to think of it, teachers are not the ones who serve up success to their students, but instead teachers can provide the ingredients for success, and let students use them in their own way.

Julianna R@OTU

Regulating Generative AI in Education

Generative AI, as a tool linked to plagiarism, cognitive offloading, reinforcing racist biases, lowered test scores, environmental destruction, sweatshop labour, and violence against girls and women, is a contentious topic. This is especially so in educational spaces, where there would ideally be more safeguards from these issues. However, as a still newly-popularized and advancing technology there is still a lot that is up in the air when it comes to AI, including how useful it actually is, how ubiquitous it will become, and how/whether it should be utilized in education. 

One popular argument and justification for the use of generative AI in education is its “inevitability”: get on board or be left behind. This argument brushes over the fact that while the technology itself will not magically disappear, we are (or should be) in charge of how, when, where, and to what extent it is used. This point was particularly articulated well by Nima Shirazi and Adam Johnson of Citations Needed:

“There’s this idea of not making the distinction between inevitable and unavoidable [...] Is AI avoidable right now in many areas of our society, from education to healthcare, etc.? No. [...] But that does not mean that the future that is currently laid out is inevitable. It means that we have to actually take back a certain kind of control over the application and the governance of these systems [...] The kind of dulling of that question of how we actually have any control over something. Because if something is inevitable, by definition, we no longer are able to control it.”  

Rather than using the idea of inevitability to dismiss concerns over AI, it is important for us to have these conversations about regulating and setting appropriate parameters around AI usage, especially for children.

Generally speaking, there are two camps when it comes to the argument over whether to incorporate AI into education or not. In the first camp, it is believed that because AI is unavoidable, students should learn to use it in a regulated environment. This would ensure that students develop the skills they will need in their personal and professional lives such as digital literacy, vetting sources, creating better prompts, and so on. In the second, it is argued that for children, AI is ultimately a detriment to developing independent critical thinking skills and cognitive development, proliferates misinformation, promotes plagiarism, and is attached to a whole slew of problems as mentioned above. 

With this in mind, I was curious to look into how different education systems around the world approach regulating and incorporating AI. Generative AI is still too new for us to have any substantial data about the pros and cons of different modes of implementation or attempts to ban it completely from schools. Instead, I think it will be important for us as educators to keep tabs on how different education systems approach the regulation of AI. Below is a list and brief breakdown of some countries/regions that implemented intentional AI regulations in education which may be worth paying attention to: 

• New Brunswick: The New Brunswick Department of Education has officially incorporated learning about AI into its K-12 curriculum. This is an extension on the already-existing digital literacy component of the province’s curriculum and will start with “digital awareness” for younger grades before moving to practicing digital skills and hands-on practice with the technology in later grades. While this new policy has mixed reception, it will be important to see how AI is incorporated and what successes/failures come with it.

• Los Angeles: After concerns were voiced about AI and general screen-time for students at school, L.A. schools have decided to stop the usage of AI in schools for the time being. This was announced just as New York City similarly announced a ban on AI in schools. In L.A. schools, students are not given any screen-time until grade 2, at which point screen-time is gradually increased as they age. 

• Norway: Norway has also opted to completely ban AI-usage for younger students, students in grade 8 and up to use it under teacher supervision. Norway will also be banning children under 16 from accessing social media, following Australia’s similar ban.

• Sweden: Sweden does not have any specific policy around AI in schools. However, Sweden’s education system is currently shifting towards analogue learning, banning screens in the classroom to encourage better attention, conversation, and critical thinking. This is something that was pushed in response to lowering test results seen in conjunction with Sweden’s effort to provide each student with a laptop.

• Singapore: Singapore incorporates technology and AI into education from grade 1. Singapore’s approach looks to introduce AI and other technologies to students according to the students’ age and stage of development. This policy was not enacted without concern from parents and the government has outlined the guardrails it has in place for student safety but claimed that it is more important for students to learn how to effectively use AI. Since 2023, the Singapore schooling system has increasingly ramped up its use of AI both for students and teachers. 

There is obviously (and unfortunately) no clear or easily implemented policy that would solve the issues that arise with using generative AI in schools. Hence, the importance of looking at other educational systems and of being intentional about how we ourselves implement technology in the classroom. Additionally, while regulating generative AI may be helpful, students will always find shortcuts when lacking access to appropriate support and motivation. If our school system is filled with teachers overburdened by large class sizes, students who do not have access to social support systems either at home or in school, and a lack of supplies for conducting hands-on, innovative lessons, then AI will continue to be overused. In this case, any generative AI regulation or ban would ultimately be ineffective – a rule that teachers will not have the time, resources, or support to enforce against students who also lack the necessary time and attention.

References

Blume, H. (2026, September 3). LAUSD enacts student AI moratorium: What parents need to know - Los Angeles Times. Los Angeles Times. https://www.latimes.com/california/story/2026-09-02/lausd-student-ai-ban-policy. 

CBC News: The National. (2026, September 19). N.B. becomes 1st province to build AI into K-12 curriculum [Video]. YouTube. https://www.youtube.com/watch?v=GU3pVTsqTYc. 

Environmental cost of artificial intelligence: carbon, water, and land footprints. (2026, September 24). United Nations University. https://unu.edu/inweh/collection/environmental-cost-of-AIs-Enrgy-Use-Carbon-water-and-land-footprints. 

How AI is exacerbating technology-facilitated violence against women and girls. (2026, April 10). UN Women – Headquarters. https://www.unwomen.org/en/digital-library/publications/2025/12/how-ai-is-exacerbating-technology-facilitated-violence-against-women-and-girls. 

Gerlich, Michael. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking. Societies. 15. 6. 10.3390/soc15010006. 

Goldstein, D. (2026, September 3). Los Angeles District bans most A.I. for students. New York Times. https://www.nytimes.com/2026/09/03/us/lausd-schools-ban-ai-artificial-intelligence.html. 

Norway imposes near ban on AI in elementary school. (2026, June 19). Reuters. https://www.reuters.com/technology/norway-imposes-near-ban-ai-elementary-school-2026-06-19/ 

Shirazi, N., & Johnson, A. (2026, August 12). Episode 241: The Disempowering Politics of ‘Inevitability’ (Part I): Data Centers and LLM as ‘The Future.’ Medium. https://citationsneeded.medium.com/episode-241-the-disempowering-politics-of-inevitability-part-1-data-centers-and-llm-as-the-a2cb241aba85. 

Strömberg, D., Lei, V., & Wu, Y. (2026). The generative AI learning penalty: Evidence from Chinese secondary education (CEPR Discussion Paper No. 21577). Centre for Economic Policy Research (CEPR). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=6868618 

Sweden: the unmet promises of the digital classroom. (2026, April 6). The UNESCO Courier. https://courier.unesco.org/en/articles/sweden-unmet-promises-digital-classroom 

Tan, R., & Cabato, R. (2023, August 28). Behind the AI boom, an army of overseas workers in ‘digital sweatshops.’ The Washington Post. https://www.washingtonpost.com/world/2023/08/28/scale-ai-remotasks-philippines-artificial-intelligence/ 

Wilks, L. (2020). [Review of the book Algorithms Of Oppression: How Search Engines Reinforce Racism, by Safiya Umoja Noble, and: Race After Technology: Abolitionist Tools for the New Jim Code by Ruha Benjamin]. The Velvet Light Trap 86, 75-77. https://muse.jhu.edu/article/765116. 

ClaraM@NUO

The Gift and the Curse of A.I. in Education

Artificial intelligence has officially walked into the classroom, handing us a powerful double edged sword that completely redefines what it means to learn and teach.

When we, as teacher candidates, look at development through the lens of theorists like Jean Piaget, we know that children build knowledge through active exploration and human interaction rather than passive absorption. Cognitive development fundamentally occurs through a combination of this independent maturation, where learners internally update their understanding of the world, and social collaboration with more knowledgeable guides (Guidry, 2026; Masciarelli, 2026). Ultimately, a student's academic growth is heavily shaped by their surrounding cultural environment and the continuous practice required to physically rewire the brain (Masciarelli, 2026).

However, modern A.I. threatens to short circuit that exact process. If teachers rely on automated tools to shortcut their workload, students quickly catch on and do the same, bypassing real intellectual struggle. This mutual shortcut culture breeds classroom laziness, stripping away the determination and genuine curiosity that drives cognitive growth. Instead of wrestling with concepts, students are simply asking a “bot” to hand them the answers. Yet, AI has proven positive for classrooms too because it can break down overly complex concepts and help decode difficult instructions. For instance, if you have a writing assignment and do not know where to start or how to form your sentences, AI can help you get started. 

This technology is also quietly reshaping the social fabric of school and everyday interactions. Traditional peer collaboration is being replaced by digital outsourcing, with kids sharing ChatGPT accounts and teaming up with chatbots to do their homework. This robs them of vital social development and communication skills. Furthermore, classroom dynamics are shifting into a strange tech driven sparring match because if a teacher relies too heavily on AI, students can easily use those same tools to call out mistakes, undermining the trust and mentorship that should anchor a classroom. Despite these challenges, it can also assist students in securing useful resources and tracking down valuable research.

Furthermore, AI has its practical perks because it can be helpful for quick administrative tasks such as tracking down a specific policy in a dense practicum handbook. Moreover, an algorithm can never truly understand the human pulse of a classroom, which requires genuine human agency and emotional intelligence. The real danger is that if our educational systems become engulfed in an inputting ideology where human thought is replaced by prompt engineering, we risk trading deep critical thinking for automated convenience.

Ultimately, if we let algorithms do our thinking for us, we are not just modernizing education; we are risking the very heart of human ingenuity. We have a collective responsibility to protect the organic magic of teaching. Classrooms must remain sanctuaries of human connection rather than processing plants for automated data. The future of learning depends entirely on how fiercely we save critical thinking and unique expression in an increasingly bland digital world.

Thomas Abi-Abdallah @OTU

References 

Guidry, S. (2026). Chapter 2: The learning process [PowerPoint slides]

Masciarelli, J. (2026). Cognitive and language development [PowerPoint slides]. Ontario Tech University.

Technology in the Classical Classroom: Forming the Whole Person in the 21st Century

As teachers, we are increasingly encouraged to incorporate technology into our classrooms. From interactive learning platforms and educational games to artificial intelligence and digital collaboration tools, technology offers exciting opportunities to make learning more accessible, engaging, and personalized. Yet, as I have explored different educational technologies, I have found myself asking a more fundamental question: what is education ultimately for? as a prerequisite to: how can technology be used to contribute to this vision?

As educators, we have to be wary of just throwing new things at our students with the naïve hope that new things will more effectively lead to the desired outcomes. Is it just mastering the curriculum that’s important? What about preparing our students to be resilient and productive lifelong learners in a changing world?

We need to first step back and have a very clear vision of our objective.

Useful from this perspective is the (unfortunately) long-lost tradition of classical education—the way of educating that has its roots in the ancient Greeks and Romans and that significantly influenced the development of the university as we know it today. In my humble opinion, we are doing a huge disservice to the current generation of students by completely abandoning the educational traditions and practices that helped shape the foundations of higher education.


In brief, classical education is an educational tradition centred on the formation of the whole person rather than the acquisition of grades or job-specific skills. It aims to develop students’ knowledge, reasoning, communication, character, and capacity to pursue truth, beauty, and goodness—all competencies absolutely irreplaceable by AI, leading to more resilient, valuable, intellectual and productive 21st century citizens. 

Traditionally, it is structured around the Trivium—grammar (learning foundational knowledge), logic (learning to reason), and rhetoric (learning to communicate and defend ideas)—often alongside mathematics, science, literature, history, philosophy, and the arts. Classical education therefore represents a more integrated educational philosophy and structure.

Technology can enhance education in line with this vision when it serves the aims of the Trivium rather than replacing them. In the grammar stage, digital flashcards, quizzes, videos, maps, and online archives can help students acquire and practise foundational knowledge. In the logic stage, students can use research databases, simulations, collaborative tools, and AI to compare perspectives, evaluate evidence, identify assumptions, and develop arguments. In the rhetoric stage, podcasts, presentations, documentaries, blogs, and digital publications can provide opportunities to communicate and defend ideas. Technology can also cultivate wonder through virtual museums, scientific visualization, and access to great works of art and literature.

However, technology can also go against these aims when it becomes an end rather than a means. Excessive screen use may fragment attention, discourage sustained reading and reflection, or replace genuine dialogue and human relationships. Similarly, relying on AI to produce answers can undermine the development of knowledge, reasoning, creativity, and intellectual independence that classical education seeks to cultivate.

What is technology doing in your classroom? Creating learners or replacing them?

Some relevant works to learn more include: 

Clark, K., & Scott-Jain, R. (2020). The Liberal Arts Tradition (Revised Edition): A Philosophy of Classical Christian Education. Classical Academic Press.
Markos, L. (2025). Passing the Torch: An Apology for Classical Christian Education. IVP Academic.
Piper, J. (2023). Foundations for lifelong learning: Education in serious joy. Crossway.
Whatley, M., Whately, S. (2017). Shaping Hearts and Minds: A Case For Classical Christian Education. Eagle Child.
Wilson, D., & Olasky, M. (2022). Recovering the Lost Tools of Learning: An Approach to Distinctively Christian Education. CanonPress.
Wise Bauer, S., & Wise, J. (2024). The Well-Trained Mind: A Guide to Classical Education at Home. WW Norton.

AdamF@NUO

Sparking Student Interest In Learning

One thing that has been on my mind a lot recently is the difference between getting students to scrape by and begrudgingly complete an assignment and actually getting them interested in what they are learning. As a future teacher, I think this is something that is going to be really important for me to figure out because it is easy to teach a lesson, give students a corresponding assignment and move on to the next topic. The hard part is figuring out how to make students actually care about what they are learning.

From my own experience as a student, I have always noticed a difference between classes where I was simply expected to listen and remember information and classes where I actually felt involved in my own learning. When I am interested in something, I am naturally incentivized to learn more about it and it is much more likely that the information sticks. I think this is something that teachers sometimes have to work harder to facilitate because not every student is going to naturally be interested in every topic that is being taught.

This connects to some of the ideas my group recently discussed about the constructivist approach to learning. Instead of students just being passengers who sit and receive information from their teacher, they are actively involved in building their own understanding. I think there is a lot of value in this because students are more likely to become invested when they have some kind of involvement in the learning process. Whether that is through hands-on activities, discussion, problem solving, or connecting the material to something they already know, I think giving students a reason to be involved can make a big difference.

I also think this is where knowing your students becomes really important. A lesson that works really well for one group of students might not have the same effect on another group. Students have different interests, different strengths, and different ways of approaching learning. Because of this, I do not think teaching can always be a one size fits all approach. Teachers have to be willing to adjust what they are doing based on how their students are responding. Sometimes something that seems like a great idea when planning a lesson does not work the way you expected once you are actually in the classroom, and I think being able to recognize that and make changes is an important part of becoming a better teacher.

At the same time, I do not think this means that every lesson has to be entertaining or that students will always be excited about everything they learn. There are going to be topics that students are not immediately interested in, and there is still content that needs to be taught. I think the responsibility of the teacher is to try to find a way to make that content meaningful and give students a reason to become involved in it. Sometimes that might mean connecting it to something they already care about, while other times it could mean giving them more freedom in how they approach the task.

Ultimately, I think teaching is about more than just getting through the curriculum. Of course, students need to learn the material, but I think it is just as important to create an environment where they actually want to participate in their own learning. As I continue developing my own teaching style, this is something I want to keep in mind. I want my students to feel like they are active participants in the classroom rather than just people who are there to receive information. If I can find ways to make students curious and genuinely interested in what they are learning, I think that will be much more valuable than simply making sure I covered everything I had planned for that day.

KyleC@NU

Positive Reinforcement in the Classroom

How many times have we used candy during a presentation as an incentive for participation? How many times have we received stickers on tests when we did well and got a good mark? What about having a movie day in class because the teacher said everyone worked hard and completed a unit ahead of schedule? These are just a few examples of behaviour being rewarded and encouraged, and I would like to think that we are all familiar with at least one of them. 

This method comes from the theory of operant conditioning, developed by B.F. Skinner. The theory proposes that an organism can learn to associate behaviours with certain outcomes. He describes two overarching ways to do this. The first is called reinforcement, which is when an outcome strengthens behaviour and increases its chances of occuring again. The next is punishment, which is when an outcome weakens behaviour and makes it less likely to occur. 

The examples highlighted are all examples of reinforcement. Specifically, these are positive reinforcements. Positive reinforcement is when something good is provided following a behaviour to increase the likelihood of the behaviour repeating; as opposed to negative reinforcement where something unpleasant is taken away following a behaviour to increase the likelihood of the behaviour repeating. 

In an article discussing effective classroom management, Tracey Garrett states that teachers should not be relying on "bribery" to promote appropriate behaviours. Rather, they should focus on organizing the learning environment, creating rules and routines, establishing caring relationships, creating engaging instruction, and addressing discipline issues. While I do think these ideas are effective and important to consider, I also think that using positive reinforcement can be conducive to learning and promoting certain behaviours. Physical rewards can be motivating depending on the age of the students and what the reward is, but special privileges such as watching a movie, giving free class time, or bringing the students outside for activities also work. Even something as simple as praising a student's participation or complimenting their effort can be effective. One study by Caldarella and colleagues (2020) even proposes a positive linear relationship between a teacher's praise-to-reprimand ratio and on-task student behaviour. Essentially, this suggests that more praise leads to improvement in student behaviour and focus. 

As someone who has experienced one of the more creative positive reinforcement approaches, I wholeheartedly agree with claims that support its use in the classroom. When I was in grade six, I had a teacher who created her own currency. Any time a student did well on an assignment, worked well in class, or completed a good deed, they would receive a dollar in this currency. Once a month, she would hold an auction and everyone had the chance to bid on prizes. Most of them were candy, though there were a few special privileges included sometimes. Not only was it a lot of fun, but I seem to remember that class being one of the better behaved ones I've experienced. 

As someone who has always prioritized good grades, I strived to do well in her class to make her proud and to be recognized for my hard work. Furthermore, this teacher became - and remains as - my absolute favourite teacher and is someone I continually think about to this day. 

So I think positive reinforcement is an effective method to use in classrooms, and I hope to find creative ways to implement it in my future classes to positively impact student learning and leave a lasting impression on them.

RachelK@OTU over and out.

Resources

Caldarella, P., Larsen, R. A., Williams, L., Downs, K. R., Wills, H. P., & Wehby, J. H. (2020). Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behaviour. Educational Psychology, 40(10), 1306-1322.

Di Mario, M. (2024, December 18). School discipline: Why positive reinforcement will shape modern education. Pearson.Com. https://www.pearson.com/international-schools/international-schools-blog/2024/12/school-discipline--why-positive-reinforcement-will-shape-modern-.html

Garrett, T. (2012, November 28). Classroom Management: More than a bag of tricks (opinion). Education Week.

McLeod, S. (2025, March 17). Operant conditioning: What it is, how it works, and examples. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html

How Do Motivation and Interest Develop in Learning?

As a student, I remember those times when my classmates and I were so frustrated and overwhelmed with learning Arabic, as it was a mandatory subject in elementary school. After listening to the presentation of Group F, it reminded me of that struggle and how that specific issue was addressed successfully by our Arabic teacher. She knew that all we wanted was a spark and a fun activity that would lead us to success.

One day, after several failures, she taught us to make a cube with cardboard. Then, she asked us to paint it and write the pronouns and verb conjugations on each face of the cube. We needed 11 more; therefore, we were told to make them and bring them the following week. We were so excited to know what was going to happen.

The next week came, and she patiently taught us the game instructions. Every time she announced the present tense, we had to look for the right face of the cube and arrange them in the right order. Whoever made the puzzle faster would be given an award. So, competition made it more challenging and fun. After a few sessions, with her remarkable feedback, even those students who had struggled more had progressed.

I remember how an effective strategy such as motivation and interest affected us as students and finally led to success in a subject that was scary and boring.

Today, as I recall that learning process vividly, I notice that Mrs. Tamimi used the Interest and Motivation strategy, and as discussed in the presentation, she:

_Provided the situation of interest.

_Provided personal enthusiasm and other learning materials.

_Provided real competence and confidence-building feedback.

Also, I can relate the concepts of Intrinsic Motivation and Extrinsic Motivation to this discussion because not only did we do an activity that was fun, enjoyable, and entertaining, but we were also offered a reward for task accomplishment.

As a future educator, I really think I would use these strategies because I grasped the concept so well. In my future classroom, I would try to use games, hands-on activities, and small rewards to create interest and motivation, especially when students are struggling with a subject or find it difficult and boring. These methods led to deep learning for me as a case study and, for sure, will be helpful for teaching the next generation. I absolutely honor memories that become part of your journey as a person who always tries to learn and be better.

SeveenS@OTU