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Cooper And Garner

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Cooper & Garner, (2012) speak of the three R’s one of them being a relationship, “trusting relationships between teachers and students prime the brain for learning, activate willingness to cooperate, and encourage excellence” p. 4. Securing relationships with students will allow the classroom to develop and stabilize into a “learning classroom”. As an educator, the focus can then be on facilitating advancement in knowledge. I currently find that the development of a respectful relationship with clinical students and new employees allows the facilitation of a conducive learning environment. Of course as discussed in Cooper & Garner, (2012) I believe that it then leads to a “growth mindset” allowing for a more impactful learning experience.
Vygotsky’s theories are particularly useful in the clinical setting. For instance, for the student nurse scaffolding allows for the provision of support until a new skill is learned. Whereas, scaffolding in the orientation of a new nurse as described in Slavin, (2015) Chapter 2 is part of a concept called “cognitive apprenticeship and entails one on one instruction” p. 40. Another concept is that of cooperative learning this is demonstrated in the nursing simulation laboratory as students learn to develop critical thinking skills based on each other’s actions and questions during simulation scenarios.
In Slavin Chapter 6 the levels of processing theory are of particular interest as the more meaning or emphasis placed on details the more likely you are to store it in your long-term memory. As an educator knowing what aspects of material to emphasize would behoove the students’ long-term memory of the important material.
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& Garner, B.K. (2012). Developing a learning classroom: Moving beyond management through relationships, relevance, and rigor. Thousand Oaks, CA.
Slavin, R. (2015). Educational psychology: Theory and practice (11th ed. Loose Leaf Version). Boston,
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