Running head: FINAL PAPER 1
Jeanette Custer
EDUC 500
March 3rd, 2019
Final Paper
FINAL PAPER 2
Introduction
Each student learns differently and will each have a different understanding of the
materials and education that is being provided and taught in the classroom. There are many
different styles of teaching in the realm of education and each teacher has their own individual
style. The particular teaching styles can be based from personal experiences, different
educational backgrounds and research from selected educators along the way. Even without
teaching in a Christian based school Jesus should always be the center of our teaching methods.
Jesus spoke through words, through parables, through stories. We display his images as we use
our unique freedom and abilities (Van Brummelen, 2009, p. 100). We are to teach who we love
and love what we teach. Having a passion for teaching and willingness to demonstrate the love
of Christ is very important. As a future educator, for my own classroom I would like to
incorporate a constructivist theory, intentional teaching, interpersonal relationships and character
education alongside many other different elements. As educators these processes can change and
develop over time depending on the students every year, but it is my ultimate goal to utilize these
three main areas in my elementary education classroom and very own personal teaching style.
Learning Theory and Its Importance
Studying learning theories is important in becoming more effective and intentional
educators. A variety of learning theories have been explored over the past century and the
research has been aimed to guide the actions of teachers and educators within education.
Learning theories have to be adapted to fit particular instructional context (Slavin & Schunk,
2017, p. 20). The three main learning theories are behaviorist, cognitive constructivist, and social
constructivist. Bandura who was a researcher and educator in the field of behaviorism discussed
within social cognitive theory that human behavior involves a specific framework. The
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framework he created is called triadic reciprocal or reciprocal interactions among behaviors,
environmental variables, and personal factors of cognitions (Slavin & Schunk, 2017). It has
been said that Albert Bandura’s theory of social learning bridged the gaps between
behaviorism and cognitivism. As a future teacher, I want to be able to encourage my
students to believe in themselves and to help them identify their strengths. Incorporating a
constructivist theory within my lessons will greatly help my students succeed in academics.
Description of an Effective Teacher
No matter how you conceive of your chosen profession or how history has conceived it
for you, teaching is difficult work (Olsen, 2016). Being an effective teacher is more than just
having an academic background in education. There are multiple characteristics that come into
play when becoming an effective teacher. Setting a positive tone in your classroom from the
beginning lets the students know that you are eager for them to learn and they will more than
likely work harder to retain the lessons that are being taught. Setting your expectations for the
classroom and holding the students accountable for their behavior is a key principle in becoming
an effective teacher. Making conscious efforts to create a safe and positive environment for my
students is going to be a top priority within my classroom.
Description of an Effective Learning Environment (Include discussions of direct
instruction, technology, motivation, classroom management.)
Effective learning environments should be a classroom where there is an opportunity to
lead, learn and grow. Student achievement results include many factors such as: personal
characteristics of the student, the teacher, the school system, and the home. Within my
classroom, I want to make sure that my students feel a welcoming environment and positive
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immediacy. Positive immediacy refers to behaviors that make teachers approachable, likeable,
trustworthy, and in general psychologically “safe” (Hindman, Grant & Stronge, 2013). I find
that having your own classroom management style based on your own teaching personality is
more productive to your students. Jesus was enthusiastic in his teaching and his enthusiasm
was contagious. I hope to be like Jesus and spread my enthusiasm for learning!
Actively Including and Engaging Learners with Diverse Needs and Exceptionalities
As a Christian, I see all students as individuals whose lives have purpose and meaning.
“We do our utmost to nurture an atmosphere of gratitude for whatever gifts God has given each
student” (Van Brummelen, 2009, p. 211). Each child has been given a gift from God and it is our
responsibility as teachers and as Christians to ensure that we are helping them discover their
talents and self-worth. A biblical approach that I would seek and hope to apply in my classroom
is nurturing my students and letting them know they are important, they are valued, and they are
loved. “Indeed, the very hairs of your head are all numbered. Don’t be afraid; you are worth
more than many sparrows” (Luke 12:7, New International Version). God has called us to love
one another unconditionally. Having a supportive climate is very important. “The culture we
build and the climate we create is integral to their achievement” (Echevarria, 2016, p. 137).
Lesson plans may need to be adapted or changed to keep the attention of those with diverse
needs in my class. Not only am I called to teach, I am called to nurture, love, support, encourage
and give my heart to my students. This includes any and all students that step foot in my
classroom.
Addressing Behavior and Character Development
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Young children who exhibit social, emotional and behavioral difficulties can be
challenging, and if their difficulties are severe, frequent, intense and pervasive in nature they can
be a major cause for concern for their teachers and parents (D’Souza, 2015). As a teacher and a
Christian, patience and understanding is required to handle different behavioral issues in the
classroom. For the best learning environment, a responsive classroom model is what I would
outline in my classroom. In responsive classroom models, the academic needs of students are
treated equally to the social and emotional needs of students. Using logic consequence to address
any type of misbehavior. A classroom can become more inclusive and responsive if teachers also
think about and are deliberate in fostering the kinds of relationships they build while working
through the subject matter within the classroom (Cook-Sather & Des-Ogugua, 2018). Our
education system has very high standards of the academic curriculum that is to be taught in our
school systems. However, what ends up being sidelined is the mission to ensure that our
youngsters become the kind of quality, trustworthy human beings we all want them to be (Pirkle,
2013). By cultivating our students’ not only academically but also on a social, emotional and
moral development level is crucial. By incorporating character education into our lessons, we are
“enabling young people to take on responsible roles in the school and in their broader
community” (Van Brummelen, 2009, p. 238). Students need to be provided not only examples of
character building but also places to practice and often times, fail. With a supportive teacher and
colleagues, the classroom is the perfect place for this and how to teach our students to explore
life lessons.
Character strengths are important and essential to any child. In order to set my students’
up for success I will ensure that I am doing all that I can to assist them. As a teacher the
curriculum teaching will undoubtedly be filled with opportunities to engage students on a daily
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basis to get them thinking about not only their own character and values, but also others. Jesus
lead by example and treated everyone he encountered with kindness and compassion. “Show
yourself in all respects to be a model of good works, and in your teaching show integrity,
dignity” (Titus 2:7, English Standard Version). We need to be able to help students validate their
feelings and emotions to understand why it is important to do the right thing. Our students’ need
to know that character development will be a constant area that will continue to change and grow
throughout their life. Cultivating good character within the classroom to me starts with leading
by example, defining the rules and expectations, and keeping an open line of communication.
Engaging Students in Learning, Building Self-Efficacy and Motivation
Keeping students engaged in the classroom requires multiple components. Teachers are
required not only to teach academics but also have a responsibility to help students in many
others ways. Increasing engagement in the lessons helps maintain and support student learning.
Effective instruction is usually able to take care of any students that might be behavior ridden or
lose interest fast in the lessons. Implementing meaningful relationships between teachers and
students can make a world of difference in an academic career.
According to Bandura, “self-efficacy is a person’s belief in their ability to produce
desired results by their own actions (Davidson, 2003). It is a belief in our overall attitudes in our
abilities to succeed in many different forms. Building self-efficacy and asking my students to
strive to do their best is held in a high regard in the classroom. I want to see my students succeed
but I also know that academics only plays as small part in building self-efficacy. The Bible
makes clear that academic achievement in a narrow sense takes a backseat to the pursuit of
purity, integrity, compassion, justice, loveliness, and nobleness (Van Brummelen, 2009, p. 150).
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It is important to instill all of these values within our students alongside academically teaching
them.
Starting from elementary school, student achievement is closely tied to underlying
motivation (Archambault, Clercq & Galand, 2018). Teachers that show enthusiasm and a high
self-efficacy often have highly motivated students. Intentional teachers know that all students
may not be easily motivated. I would like to use intrinsic motivation with my students. Intrinsic
motivation comes about largely when teachers deal with what children believe to be important
and relate it to their sense of purpose and values (Van Brummelen, 2009, p. 125). Students thrive
off learning about things that matter to them and showing the lessons have actual meaning to real
life. Utilizing real life experiences and situations in the classroom can help motivate students
also. As teachers we have a purpose and meaning to what we are trying to accomplish in the
classroom, just as God had a meaning and purpose for all those he created.
Personal Reflections/Conclusion
Teachers work tirelessly to educate children and are some of the most self-less and caring
people that I know. Meeting and having conversations with many teachers are what helped me
develop a love for education and a future career as a teacher. Jesus was a teacher of profound
knowledge and great impact. He taught from experiences. He taught from the heart. He taught
with compassion and kindness. Those are all the qualities and attributes that I want to be able to
teach my students. Praying over my students and my classroom helps me know that God will be
in control of my teaching that day and my students. I will use different techniques and learning
theories to best accommodate my students. A lesson may have to be changed if I realize it just
isn’t working and that’s ok. Making changes and moving forward will only help cultivate
intentional teaching within myself and for my classroom. I am ready for the journey!
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org.ezproxy.liberty.edu/10.1111/1467-9604.12093
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Echevarria, J., Frey, N., & Fisher, D. (2016). How to reach the hard to teach: Excellent
instruction for those who need it most. Retrieved from https://ebookcentral-proquest-
com.ezproxy.liberty.edu
Hindman, J., Grant, L., Stronge, J. (2013). Supportive Learning Environment, The. New York:
Routledge, https://doi-org.ezproxy.liberty.edu/10.4324/9781315854007
Olivier, E., Archambault, I., De Clerq, M., & Galand, B (2018). Student Self-Efficacy,
Classroom Engagement, and Academic Achievement: Comparing Three Theoretical
Frameworks. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-018-
0952-0
References
Cook-Sather, A., & Des-Ogugua, C. (2018). Lessons we still need to learn on creating more
inclusive and responsive classrooms: recommendations from one student-faculty
partnership programme. Journal of Inclusive Education. Doi:
10.1080/13603116.2018.1441912
Davidson, F. (Producer). (2003). Bandura’s social cognitive theory. Davidson Films. Retrieved
from http://search.alexanderstreet.com.ezproxy.liberty.edu/view/work/1780107
D’Souza, M (2015). Providing effective support to teachers in addressing social, emotional and
behavioural difficulties in mainstream classrooms in a Bangalore pre-primary school.
Special Issues: Themes and Perspectives from India. https://doi-
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Olsen, B. (2016). Teaching for Success. Routledge, New York: https://doi-
org.ezproxy.liberty.edu/10.4324/9781315638621
Pirkle, J.E. (2013, November). Why We Need Character Education. Retrieved from
http://www.veanea.org
Slavin, R.E., & Schunk, D.H. (2017). Learning theories: EDUC 500 (1st ed). Boston, MA:
Pearson.
Van Brummelen, H. (2009). Walking with God in the Classroom: Christian Approaches to
Teaching and Learning (3rd ed). Colorado Springs, CO: Purposeful Design Publications.
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