The Relationship Between Glasser 's Quality School Concept And Brain Based Theory

Does the world around us impact our ability to learn? Or do we acquire knowledge through self-will? Furthermore, what if knowledge begins at the start of our social interactions? Several theories have been conducted to explore the styles of learning. Three theorists, Bronfenbrenner, Piaget, and Vygotsky share differing views of how cognitive development is achieved.

Every student has a different mind, some either have a fixed mindset or a growth mindset. In the article, “Brainology: Transforming Students Motivation to Learn” by Carol S. Dweck greatly explains about the differences and struggles between students who have growth mindsets or fixed mindsets, along with students who deal with stereotypes that affect their performance in reading and writing. While Sherman Alexie, an author who wrote “The Joy of Reading and Writing: Superman and Me”, has a strong comparison and connection about the growth mindset which is featured in Dweck’s article about Brainology.

In school everyone learns differently; however, according to the article The Myth of Learning Styles, “The idea of learning styles is based on a theory… developed in the early 1980’s.” (pg 1.) A lot has certainly changed from the 1980’s as we learn new more material in every class we take. With this being said, someone the scientists referred to in the article “assumed” that learning styles challenged the way of the educational system when in reality, it is simply a myth. Students, like myself, only prefer to process information that they find useful or interesting to him or her. Thus giving us the problems of that teachers may take too long to cover one idea, and students may miss out out on information because he or she did not prefer that learning style.

In the article, “Building a Better Brain is within Every Student’s Power” author Judy Willis states that when people empower themselves with a basic understanding of how their brain learns and remember it gives them the most potent keys to success in school, careers, relationships, and every other aspect of their lives. Many things help the brain learn like influences on intelligence, emotional state, a positive emotional state, incremental progress, and knowing how to construct patterns.

Every human being can learn. Brain-based learning offers some new direction for educators who are looking for a more aimed and informed teaching. This paper will present information on how brain-based learning works. In addition, the paper will discuss how brain-based learning is improving student test scores. Also, the paper will provide research outcomes on the benefits of brain-based learning. Creating stress-free environments, improving complex cognitive skills, and understanding memory become important in brain-based learning. Receiving, encoding, storing, and retrieving information make sense as the memory routes are defined. Assessing student learning becomes the simple

Have you ever wondered how the brain develops while we learn? Dr. Rita Smilkstein’s research on The Natural Human Learning Process was interesting. I now know the parts of the brain and how they work. I know now how we learn and how emotions have an impact on how we learn. As college students, we need to understand how our brains work and how emotions can help us learn successfully, since all college students should want to become successful people in their lives during college and throughout their lives.

E.D. Hirsch in chapter five of his book The Schools We Need & Why We Don't Have Them (1996) asserts that the goal of educators is to give their students a high level of general competence, and develop individual's who can think critically about a diverse subjects, who can communicate well, can solve a diversity of problems, and are ready to tackle unfamiliar challenges (p. 143). The author maintains that although modern day educators are in agreement that these are worthy aspirations, many of today's schools lack the capacity to attain these outcomes and are hindered in their quest for finding and developing best practices by research that is invoked selectively by the educational community in order to preserve the status quo. The author alleges that a lot of research in education is merely material for ideological warfare and some research based practices, such as an emphasis on metacognition may actually be harmful to certain elements of the student population.

Our education system today is in a state of flagrant disrepair. Educators rely on outdated modes of instruction to teach children. Instead of examining these methods administrators spend time and effort developing more intensive assessments in hopes of fueling more intense learning. In order to successfully impact learning teachers must begin teaching in ways that guarantee to impart new knowledge. Brain-based learning is a newer concept in education that addresses the specific needs of a learner’s brain in order to maximize learning. Brain-based learning as defined by author and educator Eric Jensen is “the engagement of strategies based on principles derived from an understanding of the brain,” (2010, p.4). Because educators do not

“People need to know why what they are doing is worth the effort and how it connects to their personal and collective mission and values, or the endeavor will soon be stalled. We show that morality is often reflected in the work and used as a means to inspire others.” (Blankstein & Noguera, 2015). The teachers were organized, they ensured constancy and consistency through the teachers and students by having meeting and evaluating the work of the students in all classes. “Improving our school meant that we needed to improve instruction across the school. Quality instruction was the driver of our improvement. When we learned to teach differently, and focus on teaching our students the literacy skills they needed, the students learned the material better.” (Blankstein & Noguera, 2015). And this was the insight that inform my professional practice. In my school, we start working all the teacher as one team since last school year. This school year we are on the same path by improving our grading policy across the school and by helping each other to have a school of excellence. When something is new, fear is going to be there always, but it is our decision if we allowed fear to defeat use, or we can decide to fight our fears and conquer the

Education benefits individual mentally, emotionally and physically by placing them in better place than they were previously before. Everybody would agree that learning something new would take place throughout the life. Learning style defined as "A term that describes the variations among learners in using one or more senses to understand, organize, and retain experience" (Reid, 1987, p. 89). Furthermore, Felder and Henriques (1995, p. 21) explained learning styles as "the ways in which an individual characteristically acquires, retains and retrieves information". However, different learners possess different characteristics and different preferred learning styles to perceive, process, take in and understand information.

The nature of the book is an explanation as how to help teachers evaluate and use his methods to create a quality school. Glasser’s book takes place in the American school system during the 1980s and highlights the problems of schools that are failing their students. Throughout the book he gives examples of what is being done wrong in the American school system, and what educators can do to fix it. While hitting major points to cover his purpose he uses scenarios to show administrators and teachers how to take their school and create the quality school.

Experiment 2 also proved successful for choice blindness in that the slide show provided for the students at the first-stage was altered in the second-stage. The author’s utilized a “target” and “filler” option for student’s to choose from, yet many of the students did not accurately remember the

Cognitive and behavioral learning theories tend to dominate modern discussions of learning theories. Employed in both educational and clinical settings, both have important contributions to understanding how and why individuals learn. Is one approach statistically better than the other, or do they each have their own place where one approach may be more effective under specific circumstances? Each theory has supporters who claim the efficacy of their theory is superior. Comparison of the theories is necessary to determine if one is significantly better than the other, or even if one theory may be slightly more effective than the other. Determining if one competing theory

Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this program as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral and functional psychology in education can enhance my current work in many ways. The theories of philosopher’s such as William James have direct implications in my work. For example, by considering the role of acquisition and association of ideas in teaching and learning, I would be broadening my overall knowledge. Additionally, understanding the impact of interest, attention and memory on learning are key components that would enhance my teaching abilities and benefit my students.

In the last fifty (50) years there has been significant contributions in the field of education in regards to how children learn, and the models in which learning theories have been developed and utilized within the classroom setting. Additionally, in as recent as the last twenty years the most notable of shifts has been that of students as “sponges” where teachers lectured and students listened, and took notes; to that of learning as a process of active engagement (Cuban 1993). The former paradigm being rooted in and is the basis of behaviorist-learning theories. Essentially, training the individual or student to respond to conditioned stimuli. This method proved to be an antiquated