CLASSICAL CONDITIONING THEORY: IVAN PAVLOV As a future educator, the Classical Conditioning theory of Ivan Pavlov implies that

learning how to use classical conditioning within a classroom scenario can help students learn more desirable behavior by pairing the behavior with a positive stimulus. Researching in the internet about what is the essence of Classical conditioning in the learning of our learners I have sighted these two remarks about the importance of Classical Conditioning.
1. Many of our behaviors today are shaped by the pairing of stimuli. Have you ever noticed that certain stimuli, such as the smell of a cologne or perfume, a certain song, a specific day of the year, results in fairly intense emotions? It's not that the smell or the song are the cause of the emotion, but rather what that smell or song has been paired with...perhaps an ex-boyfriend or ex-girlfriend, the death of a loved one, or maybe the day you met your current husband or wife. We make these associations all the time and often don't realize the power that these connections or pairings have on us. But, in fact, we have (Psychology 101 online) been classically conditioned. 2. Classical conditioning is a very powerful, long lived, authentic form of learning that takes place in school settings all the time. It keeps life from being boring -- in that we are constantly learning new things to smile at, be afraid of and feel comfortable around!
(Professor Tom Anderson, University of Illinois, commentary EPSY 400, Sept. 2004)

In the course of these notes, I consequently wind up that Classical Conditioning is very important especially in preparing the learners to absorb and to adjust in an environment that is new for them. As our Prof. Bert Tuga has discussed the root of Classical Conditioning and how it was being discovered by Ivan Pavlov through an experiment performed with a dog and food. He linked an "unconditioned stimulus," food, to a "conditioned stimulus," a bell. The unconditioned stimulus produced an "unconditioned response," salivation, but when the unconditioned stimulus was paired with the conditioned stimulus, the bell, the conditioned stimulus produced the same effect. Learning to apply this basic principle to a classroom scenario can help us get the best out of your students. EXAMPLE: Mathematics anxiety is an example of classical conditioning that can be alleviated with classical conditioning. Students should experience academic tasks and contexts that cause or encourage pleasant emotions. They should be able to feel enthusiasm, excitement, or enjoyment in their learning context. Rather than being in context that cause anxiety, disappointment, or anger. As a teacher we have to use "extinction" to remove negative responses to stimulus. This can be useful in many situations, such as when a student experiences extreme agitation when presented with a math test and problems .The anxiety has been linked to the stimulus through something in the child's past, and this link can be removed by pairing the stimulus with positive feelings. For example, providing children with math problems whilst giving them verbal praise can remove the agitation previously felt and replace it with the new conditioned response of happiness.