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Final Paper
LaTasha J. Johns
February 28,2019
Liberty University
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Introduction
As a child in school, I could see a major difference in my teachers’ classrooms. Some
classrooms and teachers were very boring, while other classrooms and teachers were very
exciting and kept the attention of everyone in the class. After taking this course, I understand the
reason for these major differences. The different approaches to learning theories that teachers
experiment with each day can be the defining factor of weather a class is boring or very exciting
and interesting. I also learned that if there is a boring classroom where a teacher may not be
using these different approaches to the different learning theories, there is more likely to be
behavioral problems in that class. In a class where students are on task the entire time while still
having fun, seem to be a classroom where everyone has the best opportunity to flourish.
Learning Theory and Its Importance
“Learning is an enduring change in behavior, or in the capacity to behave in a given fashion,
which results from practice or other forms of experience”(Slavin & Schunk, pg.3). Though there
are many definitions of the same word, this definition is the overall accepted definition in the
education community. With this definition, it explains that learning requires change, endures
over time, and occurs through experience. This systematic system of learning is directly set up in
the public education system. Which is why the cognitive development best associated with Jean
Piaget is the most important learning theory, “Piaget's belief that biological development drives
movement to the next cognitive stage has generally been supported by cross-sectional studies of
children in various Western cultures”(Piaget's Theory of Cognitive Development, 2016).
Students change over time as they develop cognitively, which is theory best associated with Jean
Paiget that many other theorist agree with,
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“Jean Piaget, by the scope, depth and importance of his work, is undoubtedly the major
figure of twentieth-century psychology. As Flavell, Miller, and Miller wrote in their
textbook about theories of development: “theories of cognitive development can be
divided into B. P. (Before Piaget), and A. P. (After Piaget), because of the impact of his
theory on the theorizing that came thereafter” (Flavell, Miller, & Miller, 2002, p. 8),
adding that Piaget had “the greenest thumb ever for unearthing fascinating and significant
developmental progressions” (Flavell, 1996, p. 202) (Barrouillet, 2015).
Description of an Effective Teacher
An effective teacher is one who is able to engage an entire class by using effective
approaches to the different learning theories. It is also one who is able to maintain a effective
work environment for the students to gain the optimum levels of success from each individual
student. “Often called classroom management, stragteies for providing effective learning
environments include not only preventing and responding to misbehavior but also, and even
more important, using class time well, creating an atmosphere that is conductive to interest and
inquiry, and permitting activities that engage students’ minds and imaginations(Cooper,2014;
Edwards, 2014; Levin, Nolan, Kerr, Elloitt, &Bajovic,2016)”( Slavin & Schunk, 2017). If a
teacher can maintain good classroom managenment they will ultimately be an effective teacher.
In the Bible it states, “Not only was the Teacher wise, but he also imparted knowledge to the
people. He pondered and searched out and set in order many proverbs. The Teacher searched to
find just the right words, and what he wrote was upright and true. The words of the wise are like
goads, their collected sayings like firmly embedded nails—given by one shepherd”
(Ecclesiastes.12:9-11, New International Version). An effective teacher is the great shepherd of
the future. They teach our young and give them the best opportunity to prosper.
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Description of an Effective Learning Environment (Include discussions of direct
instruction, technology, motivation, classroom management.)
An effective learning environment is an environment created by the teacher’s ability to create
a safe and supportive atomostphere for the students, “For optimal learning, teachers model and
foster a welcoming and positive tone while maintainging high but realistic expectations”( Van
Brummelen, pg. 61) By creating a great environments teachers use direct instruction that
captivates the attention of the the student. They can do this by using technology to play study
games that motivate the children to answer questions correctly in hope of a reward. Rather it be a
good grade or the feeling the child may get when they know they that they understand the
material that is being taught, it makes good classroom management. This is because the students
are on task, focused, and well behaved for the class period. In the bible it states, “Listen, my
sons, to a father’s instruction; pay attention and gain understanding. I give you sound learning, so
do not forsake my teaching” (Proverbs. 4:1-2, New International Version). The Lord is
commanding the attention of his puples while reassuring them theat he would never lead them
wrong. This is what an effective teacher would use in an effective learning environment.
Actively Including and Engaging Learners with Diverse Needs and Exceptionalities
When actively including and engaging learners with diverse needs and exceptionalities
teachers must remember to use people first language, “It is important to ensure that our language
and choice of vocabulary and terminology in referring to people with disabiliites convey the
appropriate message of respect”( Slavin & Schunk, 2017). All people want to be respected and
treated eually and fairly. The same applies for people and students with disabilities, they do not
want to be looked at as differently. In the bibile it states, “He gives strength to the weary and
increases the power of the weak” (Isaiah. 40:29, New International Version). So, even the Lord
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doe not see those individuals as weaker or any different from anyone else. So, when actively
including and engaging learners with diverse needs and exceptionalities teachers must keep
everything as equal as possible, “All students, including students with disabilities, deserve safe,
well-disciplined schools and orderly learning environments”( Yell, Rozalski, & Drasgow, 2001).
Addressing Behavior and Character Development
As stated earlier, many other theorist and aurthors who write about development theory,
really reaspect Pieaget’s point of view. For example, Alexandra Luciana Guţă wrote, “One way
of defining organizational learning relates to knowledge or insights development: “At its most
basic definition, organizational learning is the development of new knowledge or insights that
have the potential to influence behavior (Guţă, 2018 p.200)”. To maintain good classroom
management teachers must address behavior, good and bad, immediately. Children behave based
on how they develop this is why there are grade levels in schools. It would not be expected for a
six year old and a 16 year old child to behave in the same manner if they become frustrated with
a topic. This is why it is important to have teachers that understand the correct way to address
behavior and to be able to address it according to the age of the child. The teacher also needs to
be aware of any disabilities that may effect behavior, “Attentional problems were associated with
lower verbal IQ, male gender, younger age, and ADHD‐symptoms”( Rietman e.tl ,2018). If the
teacher is aware of any issue that may be causing the behavior, it can be addressed in the correct
way.
Engaging Students in Learning, Building Self-Efficacy and Motivation
Self-efficacy proposed by Bandura's theory say that it is the beliefe that one has the ability to
completet a task or reach a goal. When teachers engage students in learning, building self-
efficacy, and building motivation, the teacher themselves need to have very strong self-efficacy.
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If the teachers have strong self-efficacy, that will rub off on the children. Most of the time, when
a teacher walks in the classroom and has confidence about what they are doing, the students tend
to be more opento recievceing the information. The teachers have a lot to do with building self-
efficacy and motivation into their students,“There is some research that demonstrates
associations between teacher efficacy and teacher outcomes and student outcomes. In particular,
higher levels of teachers' self-efficacy are modestly related to higher levels of student
achievement, student self-efficacy, and student motivation” (Snyder & Fisk, 2016).
Personal Reflections/Conclusion
My theory of how to establish the best learning environment for students is to use all of the
theories given to the education community by the theorist in the past. I believe having the perfect
learning environment starts with having a teacher who is properly educated. A teacher who
understand the students’ individual needs as well as the needs for the group. Teachers also need
to have strong self-efficacy so that it will transer to the students. Not only should the teacher be
confident and string but they should know how to have fun. I have always believed that people in
general learn better when they are having fun. Turning what would normally be boring
information into a game, can ignite the fire in a student to be engaged. By starting off with these
simple things, this will help create a great learning environment for students. Overall, the main
goal of any educational institution is to create the best learning environment by hiring the best
teachers to teach students and obtain high levels of success from those students. By using the
many different theories, one could create the ultimate learning environment.
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References
Barrouillet, P. (2015). Theories of cognitive development: From piaget to today. Developmental
Review, 38, 1-12. doi:10.1016/j.dr.2015.07.004
Guţă, A. L. (2018). Organizational learning: Cognitive and behavioural changes and
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Piaget's Theory of Cognitive Development. (2016). In J. L. Longe (Ed.), The Gale Encyclopedia
of Psychology (3rd ed., Vol. 2, pp. 893-894). Farmington Hills, MI: Gale.
Rietman, A. B., van der Vaart, T., Plasschaert, E., Nicholson, B. A., Oostenbrink, R., Krab, L.
C., . . . Nijs, P. F. A. d. (2018). Emotional and behavioral problems in children and
adolescents with neurofibromatosis type 1. American Journal of Medical Genetics Part B:
Neuropsychiatric Genetics, 177(3), 319-328. doi:10.1002/ajmg.b.32612
Slavin, R. E., & Schunk, D.H. (2017). Learning theories: EDUC 500 (1st ed.). Boston, MA:
Pearson.
Snyder, S., & Fisk, T. (2016). Applying bandura's model to identifying sources of self-efficacy
of teaching artists. Research in the Schools, 23(2), 38-50.
Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to
learning and teaching (3rd ed.). Colorado Springs, CO: Purposeful Design. ISBN:
9781583310984.
Yell, M. L., Rozalski, M. E., & Drasgow, E. (2001). Disciplining students with disabilities.
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