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Teaching Theories Of Learning Theories

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Teachers have an important task of translating learning theories into practice. Knowledge about learning theories allows teachers to consider different approaches and apply various techniques and valuable strategies in specific contexts and with specific learners to promote learning. This essay will provide an insight into three well-known theories of how children learn. It will examine Behaviourism, Social Constructivism and Humanism and how these learning theories underpin a range of pedagogical approaches to teaching and learning and promote inclusive practice.
Effective teachers are aware of different learning theories that influence classroom practice on a daily basis. According to Pritchard (2014), teachers must have an understanding
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Skinner believed that behaviour is shaped and maintained by a reinforcing stimulus and that schedules of reinforcement are important factors in the learning process. There are many situations in the classroom where a behaviourist approach is likely to work well. For example, when I teach, I have started to pick out students who are making the right choices throughout the lesson. I call attention to the student who is doing the right thing and use verbal praise, which is quite an effective way to let other students realise what the expected learning behaviour is. The Year 6 students in the class are aware of the school’s reward system; ten credits lead to one merit, which is recorded in their merit book. They are also aware that bad behaviour in the class or on the playground will be followed by negative consequences. To warn against unwanted behaviour, I have seen teachers use negative reinforcers such as verbal warnings, timeouts and losing privileges.
In a behaviourist classroom, learning depends on systematic reinforcement of correct behaviours. The students have a relatively passive role in the learning process, while the teacher is the transmitter of knowledge who assesses, corrects and reinforces pupil responses. Pollard (2014, p. 36) suggests that through this type of teaching, subject expertise can be transmitted in a coherent, ordered and logical way because there is a high degree of adult
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