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Introduction of classroom management issues
Introduction of classroom management issues
Introduction of classroom management issues
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Learning Perspectives
Abstract
With a healthier understanding of different learning perspectives the teacher will be more effective in the classroom. By studying and implementing the viewpoints of constructivist, humanistic, and behavior techniques will give you a better understanding of teaching. Here is a few of these theories in play.
Learning Perspectives
Behaviorism assumes a leaner is essentially passive, responding to environmental stimuli. Behavior is shaped though positive reinforcement or negative reinforcement. The best way to promote better behavior in the classroom is to take them out of it. Recess is as important as reading, math, and science. This allows the student some free time which we all need.
Constructivism learning is an active, constructive process. The leaner is an information constructor. Learning as experience, activity and dialogical process; Problem Based Learning PBL); Anchored instruction; Vygotsky's Zone of Proximal Development (ZPD); cognitive apprenticeship ( scaffolding); inquiry and discovery learning. The role of the teacher is we have to adapt to the role of facilitators. One that encourages people to find their own solutions to problems or tasks. A teacher tells, a facilitator asks; a teacher lectures in front, a teacher gives answers; where a facilitator supports from the back and lets the student arrive with their own conclusions.
Humanism is a paradigm/philosophy/pedagogical approach that believes learning is viewed as a personal act to fulfill one’s potential. This focuses on the human freedom, dignity, and potential. There are many ways that the teacher can put into practice the humanist view towards education.
1. Allow the student to have a choice in the se...
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...sented with the idea of the five basic needs. As the teacher discusses the needs and wants with students, the idea may arise that a want can become a need if it makes a person happy. This is evident in Maslow’s Hierarchy of Needs. The five basic needs include physiological, safety, love and belonging, esteem and self-actualization. Understanding humanism can start with students realizing the deficiency needs which are met by external sources and continue to a more in depth look at the growth need of self actualization, which is said by Maslow to never be completely satisfied.
Works Cited
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March 28, 2010, from http://www.learning-theories.com/behaviorism.html
The World of Psychology. (2002). A Pearson Education Company. Boston, MA: Samuel Wood & Ellen Green Wood p. 593
Davis, S. F., & Palladino, J. J. (2003). Psychology. (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
American Psychologists, 47(2), 308-318. Robins R.W, Gosling S.D & Craik R.H (1999) An Empirical Analysis of Trends in Psychology. American Psychologists, 54(2), 117-128. Vosniadou S. (1996) TOWARDS A REVISED COGNITIVE PSYCHOLOGY FOR NEW ADVANCES IN LEARNING AND INSTRUCTION.
Feist, G. J., & Rosenberg, E. L. (2012). Learning. In Psychology: Perspectives & connections (2nd ed., p. 310). New York, NY: McGraw-Hill Higher Education.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Teachers continually learn about ways people learn – the processes of learning and how individuals learn best. They learn about their students and individuals, and learn with as well as from their students when they seek knowledge together. (Principles of effective learning and teaching, 1994). Through continually discovering new and exciting ways to help mould a constructivist classroom, the students will be able to achieve their outcomes with great ease and learn to enjoy education.
Boyd, D., Wood, E.G., Wood, S.E. (2014, 2011, 2008). Mastering the world of psychology. Upper Saddle River, NJ: Pearson Education, Inc. 128-129, 329-330, 335-340. Print.
Constructivist Learning Theory. According to this theory, teachers should provide learners enough time to construct their own meaning when learning something new and make wait long enough after posing a question so that the student will have enough time to think about their answers and be able to respond thoughtfully.
Constructivism believes that a learner's ability to learn relies on what he already knows and understands, and that the gaining of knowledge should be an individually designed process. Educators who like the cognitive theory believe that the definition of education as a change in behavior is too narrow so they prefer to study the learner and its human memory. The one thing is for certain times keep changing so the teaching styles with continue to evolve and new theories will be manifested as a result of these changes.
Considering student achievement based upon the classroom environment, research shows that teachers who use constructivism in their classrooms have students whose achievement is more significant than those who learn by using traditional methods. (Singh, Yager, Yutakom, Yager, & Ali, 2012) It has become vitally important in this age for students to construct knowledge and apply it to both social and scientific situations in the real world. Additionally, the job market has changed, and employers are looking for more in potential employees. There are numerous skills being sought after that center around independent problem solving, a skill that can be taught using a constructivist approach. (Lew, 2010)
Each of the three learning theories, Cognitivism, Constructivism, and Behaviorism, has worth and merit in my opinion. Yet, each one has its own unique qualities with one common factor, the learning process. It seems to me that the best teacher is one who would utilize all the theories of learning. However, if I look closely, I am most likely favoring one or two more than the others in my own instructional methods. I read the brief definition of these three theories and realized that I needed to examine a more in-depth explanation of each of them. The theory of cognitivism focuses on the mind of the learner
Constructivism is a method that says students learn by building their schema by adding to their prior knowledge by the use of scaffolding (Rhinehart Neas). Because the students are basically teaching themselves new information, the teacher is there mainly for support and guidance for the students.
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...
Educational psychologists like teachers use Abraham Maslow’s concept of the hierarchy of needs to expand on arousal, competence, self-determination, universality and diversity to understand the various approaches taken by human beings of basic needs satisfaction. For instance, teachers of Abraham Maslow’s hierarchy of needs know to give strategies and the proper lesson plans and also, give students an ample environment for study as they strive to attain self-actualization purposing to satisfy their basic