Paper.docx.pdf.pdf

Running head: MY LEARNING THEORY

My Learning Theory

Heather Mays

Liberty University

EDUC 500

MY LEARNING THEORY 2

Introduction

There are several different theories based on learning, and one is not greater than the other. In

my paper I discuss three. My learning theory shows that it takes more than just those three in the

According to Slavin & Schunk, (2018, p.3) “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.” There are three main learning theories—behavioral, cognitive and constructivist.

Behavioral theory is learning that is observable. B.F. Skinner believed that behaviors and

consequences correlate (Walker, 2018). Pleasurable consequences equal reinforcers, as where

unpleasant consequences equal punishers (Slavin & Shunk, 2018). Reinforcers help with

wanting to continue the behavior, and punishers stop the behavior. A. Bandura believed children

learned their behavior through modeling. They observed and imitated others. A Biblical

perspective of Bandura’s theory on behavior would be the verse “Do not be deceived: Bad

company ruins good morals” (1Corinthians 15:33, English Standard Version). Bandura also

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does not skip a stage. His theory proposed children’s patterns of thinking and behavior are called

schemes (Slavin & Shunk, 2018). When learning is taking place a child’s scheme is changing.

Vygotsky’s theory proposed that “learning precedes development” (Slavin & Shunk, 2018, p.

38). He came up with the idea of scaffolding. Scaffolding is providing a student with more

support from their peers or adults. This process can be very helpful in the classroom.

The third theory is constructivism. Constructivism is the idea that student’s must learn new

knowledge off of what they have already learned. They base their knowledge on the culture they

live in and social factors (Durmus, 2016). Students must be active learners in constructivist

theory; which is often called student-centered instruction (Slavin & Shunk, 2018). The theories

of Piaget and Vygotsky have roots in constructivism. Their theories state that new learning

An effective teacher is an intentional teacher. According to Slavin & Shunk (2018) an

intentional teacher takes responsibility for class time, activities, and behavior. An effective

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teacher continues professional development. They attend workshops, seminars, and use mentors

(Eun, 2018). Hindman, Grant & Stronge (2013) defines a teacher mentor as an taking an

inexperienced teacher and placing them with an experienced, master level partner. This allows

the inexperienced teacher to become more confident which improves their self-efficacy. They go

on to say “Effective teachers are effective people….They are warm and caring, they enjoy life,

and they are enthusiastic about helping other people grow and develop. For students, respect,

and enthusiasm. By having personal relationships with their students it builds trust, fairness and

respectfulness. Good class management provides a safe and vibrant learning environment.

Instructional planning involves delivery and ongoing student assessment, and effective

instruction. Clearly focused goals and high expectations to promote student achievement.

Research has shown good teacher qualities have higher student achievement, better relationships

with students and fewer discipline issues (Hindman, Grant & Stronge, 2013).

An effective teacher strives to create a positive classroom environment and are conscientious

of the clothing they wear. Pagliaro (2013) reports that a teacher’s clothing affects their attitude,

discipline and work of the students. She goes on to say that the way you dress has four main

effects: respect, credibility, acceptance and authority. An effective teacher displays the fruit of

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faithfulness, gentleness, and self-control. Against such things is no law. Those who belong to

Christ Jesus have crucified the flesh with its passion and desires” (Galatians, 5:22-24, New

International Version). A teacher should promote self-control. “Control over one’s life is

something that everyone wants and needs. When we don’t get it, we go after control over others.

Because many of our discipline problems in school either start or end with a power struggle, it is

a good idea to look at the idea of sharing control with students” (Pagliaro, 2013, p.9). This also

to our students we can learn from them.

helping to prevent and respond to misbehavior, engaging student’s minds and imaginations

making them interested in learning. They go on to state that effective instruction is the most

effective approach to maintaining a classroom. If students are participating, motivated and

challenged they rarely pose problems (Slavin & Shunk, 2018). One way to manage the

classroom is in how a teacher sets it up. According to Van Brummelen (2009) classrooms should

have enough space for individual work, small group work and large group work. Students should

be able to see the teacher, the board or any other instructional presentations. Involving your

student’s in arranging the classroom teaches them responsibility, “cooperation and principles of

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successful classroom as having an atmosphere of trust where students feel free to participate.

“When trusting, respectful, caring relationships exist between students and teachers, the students

will become engaged learners” (Pagliaro, 2013, Ch.2, p.3). She goes on to report that having

students help set the rules in the classroom at the beginning of the year, helps the students to

understand the rules and why they are important. Research has shown that communication

between the teacher and students made students feel connected and willing to participate, which

enhances cognitive and affective learning (Pagliaro, 2013). If students feel their questions are

welcomed, the atmosphere is nonjudgmental, that it is alright to make mistakes, which they are

given time to think and are being challenged—then you have a supportive classroom. “We are in

this together. When one of us succeeds, we all succeed. When one of us fails, we all fail. It is

is culturally diverse, a history lesson could start out on how the Mayans had calenders thousands

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of years ago (Slavin & Shunk, 2018) or how on top of a mountain sits a city that was lost for

thousands of years.

Setting challenging tasks can help maintain student’s motivation toward learning. The

example Slavin & Shunk (2018, p.286) says “this is tough but I know you can do it.” If teachers

watch how they communicate it will help keep students interested. Another thing to help keep

students interested and motivated is by mixing up how you present the lesson. If students area

sitting all day long while the teacher does board work, they will soon be bored and falling asleep.

Teachers can use music videos, regular videos, guest speakers, food, and computer games (Slavin

& Shunk, 2018).

Another thing to promote an effective learning environment is to not assume all of your

students are on the same learning level. Get to know your students!

feedback, especially feedback on how they have improved or on their hard work. Another

method to be used is peer work. By working with a fellow classmate, they can feel more

included in the classroom. With some students, like ones with Attention Deficit Hyperactivity

Disorder (ADHD) rewording instructions might help them understand what they are to do, as

well as provide shorter lessons that will allow them to move around more, and using computers

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to promote that students learning, and work toward those goals set. The one thing to never do is

single them out or act like they are different than any other student. Going back to the quote

from Pagliaro (2013) we are in this together.

According to Slavin & Shunk (2018, p.321) “the principle of least intervention means using

the simplest methods that will work” is the best method to dealing with misbehavior. Nonverbal

cues should be used first; giving a talking student a look, or walking by a talking student.

Praising other students who are behaving is another method. If a teacher can figure out the cause

education is interchangeable with moral education. Looking at Bandura and E. Turiel’s views on

moral development we can see the differences and similarities. Bandura believed children’s

moral development began at an early age by modeling, observing, and imitating adults and peers.

Turiel also believed moral development started at a young age. He observed empathic behavior

in children as young as three years old. He said children knew when someone was hurt and that it

was wrong to hurt someone even if a rule was not in place. Turiel believed that the decisions

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children make are based on right and wrong were determined on harm, welfare and fairness

towards others. Whereas Bandura believes the modeling behavior will determine what is right

and wrong. Bandura says motivation to act helps with making right and wrong decisions. If a

child is rewarded for good behavior then they will continue to do that behavior. However, if a

child views unhealthy behaviors then they will view this as normal. Both theorist agree that

children know the difference between morality and social convention. If we model our behavior

2003). People need to have motivation in order to perform what they have learned. Self-efficacy

(Davidson, 2003). Unless an individual has motivation and believes in their capabilities to

produce desired effects, they will not persevere during failures. I can help my students develop a

A student can get anxiety that will lower their self-efficacy. Teachers can give students extra