Theories of Teaching and Learning and their Impact on the Classroom Environment

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

In education and training, teaching alone is not merely enough. To be seen as being knowledgeable within a specialist area is also needed to be able to teach that subject and therefore teachers in this area of education are seen as dual professionals. The Institute for Learning (IFL) (2012) considers that Dual professionalism relates to many teachers within Further Education, both as a Teacher and as a proficient and knowledgeable individual in their own subject specialism. Machin et al (2017) go a step further

Comprehension as a process is an intriguing phenomenon. The ability to understand a particular student is affected by inevitable factors such as age and intelligence of that individual. The method employed during teaching is a constant factor. The intelligence quotient varies between various individuals. It is, therefore, paramount to always employ an effective means of teaching. This entrusts a feeling of equity ascertaining that all students acquire a minimum preset level of comprehension of the subjected lesson. The forged policies and pedagogy is a by all means a basis of universal teaching that can encompass a qualitative learning process. This can be achieved by several factors such as learning some characteristics of

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.

Three main theories of education exist: behavioral, constructivist, and cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for reasons to be explored later in this document, find the theory one that can only offer guidance for my actions as a teacher a portion of the time I am working with students. Constructivism means students don’t just absorb information and understand

There are many theories that are relevant to classroom teaching today. Marsh (2008, p. 17) states that “each theory is nothing more than a set of reasonable suggestions”. A teacher should look at the information available to them and take what is necessary to achieve a positive learning environment in their classroom. This may mean taking a little part of one theory and combining in with another part of a different theory, there is no singular theory or theorist that encompasses everything that is required in a modern classroom. Some of the most important theories of learning are motivation, constructivism and behaviourism. Teachers choose their teaching style and strategy to complement their students, to arrive at their own personal

The life-span perspective is a modern scientific approach to the study of human development that accounts for all phases of life including childhood, adolescence, and adulthood, and it breaks each phase into individual stages of development (Berger,2014). This perspective suggests that development is multidirectional, metacontextual, and all stages of development are important and play a crucial role in the individuals cognitive health (Berger,2014). The stages of development are categorized as infancy, early childhood, middle childhood, adolescence, emerging adulthood, adulthood, and late adulthood. For the purpose of this paper I will be focusing on the infancy stage due to the importance of cognitive development before the age of two, middle childhood due to a child’s social structure becoming a defining factor in their lives, and emerging adulthood due to the stresses that an individual must endure while maturing into a young adult.

This essay will be analysing the most effective pedagogic principles for teaching in the early years or reception class. It aims to make available an improved understanding of the variety of pedagogical principles within early years ' classroom and the strategies that can influence the choice and application of different pedagogies. It is world widely known that ‘’ early years’’ of a child starts from the moment they are born to the age of 5.

In this essay, I aim to only discuss what I have been taught and to see how I have assimilated ‘professional jargon' terms and the range of teaching tools into my consciousness; to see how I can address different styles of

Things need to be seen or manipulated to be understood, students in this stage of development display an increasingly accurate perception of reality and a decline in magical thinking, memory is improving and new skills in problem solving are emerging. They demonstrate creative, analytical and flexible thinking.

Learning has been described by Howe (1980) as ‘cumulative’ i.e. whatever we learn at any time is influenced by previous learning. It is also clear that developmental processes and learning processes are closely interlinked. Whilst psychologists agree that learning is affected by past experience and is relatively permanent there are differing theories about exactly what changes when learning takes place and what mechanisms are involved. An important issue is whether the focus is on overt behavioural changes (that which can be seen) or covert, cognitive changes (the unseen change in thoughts). The concept of learning is broad and there are different psychological theories as to what is involved in that learning process.

Constantly learning and growing in our lifetime, allows us to gain an understanding of the world around us. Analyzing, admiring and reaching for what the world has to offer, we are able to

As a student, I remember how every classroom had its own group and environment. An

The ways in which children learn is variable, learning practices and singular theories cannot explain by themselves the very process of learning but gives some idea when these theories are viewed simultaneously; working through the limitations and expressing the benefits held across the theoretical principles. This assignment will analyse and critically evaluate behaviourist and cognitivist theories in terms of learning and education; reflecting back on application to a classroom environment. This assignment delves into areas of behaviourism developed by Skinner, Bandura, and Pavlov to name a few; which mainly works on the principle expedited by Pavlov, taking the name ‘Classical Conditioning’ of learning; which can be linked back into classroom practice; for children need to feel that they are in a positive, inductive centre of learning where they associate the positive environment with the educational situation they are placed within (Alan Pritchard, (2009)). The other side of the coin however delves into the constructivist or cognitivist theories developed by such theorists as Piaget, Vygotsky and Bruner. Cognitivist theory mainly focuses on learning as a social principle, in which the learning is the responsibility of the students, who receive and organise their information, with the teacher acting as a facilitator who scaffolds the learning process. This can be linked to classroom practice in terms of ‘Active learning’ and ‘Social transmission’, in which the children

Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve