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Section One: Learning Theories Various learning concepts are nested within my lessons, especially in Drama and Dance areas where both theoretical and practical aspects are embedded inside a single lesson. Firstly, Pavlov, Skinner and Thorndyke's Behaviourist concept will be discussed (Fairclough 2008). Thorndyke's experimentation on animals (Avis et al, 2010) to encourage 'learned' behaviour was via a process of trial and error, rewarding animas with food if they were successful in their task. This taught them to purposefully behaviour in a certain way towards reaching successful targets and effectively being rewarded. Learners are systematically rewarded for aspiring behavior working with the Creating Futures policy in faculty. Learners get a creating futures report each term which identifies whether they are outstanding, motivated, coasting or unacceptable in each of their subjects through an attitude matrix. At the end of the report they get a score, by way of example, 2.92; over is the score that is high recognised and rewarded with premium quality excursions, non-uniform times and school discos. This seems to be a successful strategy to promote 'learned' behaviors within school. Learners in lesson often ask what attitude they are working at and how do they achieve that important outstanding attitude so as to be given a reward. Reinforcement is used through positive language, describing each lesson exactly what a motivated and outstanding learner appears like; verbal compliments and feedback on work and attitudes is given continuously within a lesson. Subsequently behaviourism has obtained opposing attention to be un-humane and un-ethical. Avis et al, (2010) stated behaviourism is deficient in that human beings are treated a.. .