4th March 2013
Learning Theories
As of late I have been made aware that we are shaped by our beliefs. “These beliefs disclose a teacher’s operating principles related to how the teacher views student potential, motivation, development and growth” (Larrivee, 2000, p. 302). In other words our teaching reflects our state of mind and student learning is influenced by our beliefs. There are three major learning theories explaining how classroom learning occurs.
Blaise (2011) believes the behaviourist learning theory promotes learning by conditioning external events and factors . It promotes a system where rewards and punishments exist in order to control behaviour. In my placement, at Knighton School, I have observed this theory where students are rewarded for good behaviour and receive points and prizes for achieving teacher expectations. During my primary school years I was taught by various teachers who took on this approach with a logical, directive way of teaching where the learning experience was very specific. I was exposed to countless examinations and tests to assess my development, which caused high anxiety. From my observation I can see how this theory is effective for behavioural management and obtaining quick and easy results. On the other hand I have experienced first-hand how this teaching style can induce a sense of failure and lack of confidence in oneself, especially if standards are not achieved and rewards are not given. On reflection I can see how a part of my teaching style does portray this theory, but only in small quantities in order to bring structure into the classroom and to promote positive reinforcement. (Duchesne et al., 2013)
Duchesne et al. (2013) says that the social constructivist approach encourages students to interact with one another to create an environment where problems are posed and solved together. Learning is student focused and creates schemas to help students relate and promote discussion and wider thinking.
During my placement at Newstead School I observed the teacher incorporating group work which linked relevant and interesting topics, promoting discussion and problem solving. I believe the effectiveness of this theory lies in the scaffolding and ownership of learning, where students are actively involved.
This teaching style can take a lot of time to set up and can be a complicated process which requires extensive teacher support. For this teaching style to be effective teachers need to create a safe environment where students can voice their ideas and opinions without embarrassment or failure. There is a certain amount of risk associated with this theory. (Biddulph & Carr, 1999).
On reflection I believe that I predominantly adhere to the humanistic approach. The behavioural and constructivist approach also plays an important role in my teaching style. I ultimately I hope my teaching style would be a balanced approach of all three theories. Students are individuals and as a teacher I will adapt my teaching style to accompany my classroom. I strongly agree that students should be taught with a holistic point of view; making their learning experience relevant and personal. I agree that there is a place for structure and routine and that positive reinforcement is helpful. Social interaction and inquiry learning is valuable, creating schemas to help students see the bigger picture.
In future I will be more aware of my teaching style and reflect on my approach to ensure I create the best learning environment and experience for my students. (Duchesne et al., 2013)
The constructivist classroom where students interact while learning and teacher introduces schemas and ideas to help students relate their learning to their world. This picture gives the idea that students take ownership of their work without needing the teacher by their side.
This picture shows a humanistic teacher being concerned for the student and their needs. Taking time to listen to the student, making the student a priority.
Maslow's hierarchy of needs relates to the humanistic teaching approach. The teacher encourages and develops the students in order for them to ultimately achieve self-actualisation. The drawback is that their are many of these needs which teachers can not meet due to time restrictions, lack of resources and support.
These pictures are related to the behavioural approach in teaching. Some students do not respond to this type of teaching, especially if they can not relate to what the teacher is wanting them to learn. It also implies that even if you have achieved the rewards in a behaviourist classroom it does not mean that you have had a valuable learning experience.
The humanist theory, I believe, reflects my teaching and learning style. The teacher who embodies this style listens to students’ ideas, giving them a sense of control (Biddulph & Carr, 1999). Personally I can see that this theory’s strengths are that it creates independent, creative and self-reliant learners who are able self-evaluate. In my experience, having had wonderful humanist teachers, the learning experience is student centred with teacher as facilitator, who understands individual needs (see Maslow's hierarchy of needs) and creates an environment where student voices are valued. The limitations include lack of classroom control, time consuming and uncompleted tasks if students do not work together effectively (Cob, 2013).
These pictures refer to the social - constructivist and humanistic approach where children learn by working together to solve problems and care are given to the students learning needs. Children should be encouraged to have fun, play and learn at the same time (Fraser, 2008).
The behaviourist theory does not consider the individual learning needs of students and it does not promote independent and critical thinkers (Biddulph & Carr, 1999)
