Theories of Teaching

There are many theories on how to teach, but there are no methods that are guaranteed to be a success. An educator can use one method that is favored, or many methods to present and encourage a lesson in the classroom. Regardless of the method that is chosen, there are many methods out there for use in all classrooms and all situations, it is just a matter of find finding the right one for the right time. The three primary theoretical approaches are the behavioral, cognitive and humanistic theories of learning and the way each theory is used by the educator and the student.

Lesson planning is hard enough, but lesson planning while trying to find a way to engage the student is harder, especially in these times. For example, teaching multiplication is as difficult for the teacher as it is for the student to learn. The three theories of behavioral, cognitive and humanistic learning can be applied in the third grade classroom to the application of teaching the curriculum of multiplication tables, equalities in division, and two-digit times one-digit concepts.

The behavioral theories of learning believe that the learned behaviors are relative to external stimuli. These behaviors are created, strengthened or even weakened by these stimuli. (MSU, 2004) The matter in which we learn is encouraged or discouraged by the environment in which the learning takes place. The attitude in which the lesson is presented is also crucial to how receptive the students are to the lesson and the information contained within.

In regards to the behavioral theory of learning, an educator's goal is to use the negative against the negative and the positive towards the positive. In this case, reinforcers such as positives and negatives can be used in the introduction and reinforcement of new skills. These steps are known as the shaping process or the teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal. (Slavin, 2006, p.145) Many teachers believe in that the immediate responsive feedback can be informative and it can make a clear connection between behavior and consequences. The role of the student is simple at this point: respond immediately and actively. The student response to the teacher is imperative and willful to a change in behavior that will encourage the learning process.

In regards to the lesson of multiplication, the concepts of the behavioral learning process can be utilized in that positive reinforcers are important. It is proven that the more enjoyable the reward, the more enjoyable the lesson for the student and the teacher. Empowering the student to take charge of his or her own consequences and rewards in learning their multiplication tables, makes for the likelihood of the students actively learning the material. In our lesson, we (the teacher and myself) used two forms of rewards in helping our students learn their tables. We created worksheets that formed pictures when the correct answers were shaded in the chart and turned it into a contest. In advance, we told the students of the special "game" that were to play and what information they needed to study in order take part in the "game." When the day arrived for the "game" each student was told to clear their desks and given a testing divider to place on their desk.

They were given their worksheets and told that when they finished, they were to turn in the worksheet to us they would receive a treat. They would receive a second treat for having the answers and the image correct and also have their name put into a drawing for a chance to get a "big" prize (a prize from the classroom treasure box). There was no immediate time limit, but they were expected to have the assignment complete by the end of math period. Thus, the reward for studying and completing the assignment was given to everyone, but consequence for not completing the assignment correctly was not receiving the second treat and the chance to go into the drawing for the treasure box. The students worked harder and more enthusiastically to learn their multiplication tables. The teacher decided to use this assignment as part of their evaluation folders for future reference and conferences.

Another powerful method of education is the cognitive learning approach. In the cognitive learning theory, the students are an active participant in their learning process. This process usually recognized as the linking of the old with the new; taking information that you have already learned and connecting it the theory of learning something new. Theorists realized that the things that you know and have already learned; have an impact on the things that you learn in the future. It is widely known that everyone learns differently and at different speeds and that makes a difference for each person to be able to control their own learning.

A primary goal of the teacher is to first realize and understand that each student's experiences and stages of development. Secondly, the teacher needs to understand how to adapt that realization and understanding and adapt the lesson plans to accommodate the learning needs for all the students in the class. On the other hand, the students are to be prepared to learn the information and understand the information that the plans encompass all the students in the class. The students come to class daily with different forms of knowledge and leave each day with a new form of knowledge,

Applying this theory of cognitive learning in teaching the principles of multiplication and then again in the teaching of division can be successful. Using the familiar concept of addition, the students can think in terms of adding the number to itself the necessary number of times. For example: 2x3 could be thought of in terms of 2+2+2 to achieve the correct answer of six. Once the student has become successful in the terms of multiplication, the familiarity can be used to solve division. Thus, drawing from the familiar, multiplication, to learn the unfamiliar, division, can aid in the learning process. Using the concept of multiplication, have the students list the multiples of the divisor to help find out how many times a number can be used to solve the equation. For example: 36 divided by 3 can be solved by finding the multiples of 3; 3x1=3, 3x2=6, 3x3=9 and using these answers to find the answer. Using 3x1=3, the student can find that three goes into three one time and using 3x2=6, the student can also find that three goes into six two times; therefore 36 divided by 3 is twelve (12). The benefit of drawing from past experience helps to gain future knowledge.

The humanistic theory of learning maintains that learning and knowledge is based on a person's capacity for understanding their own capabilities and development. Each person is responsible for his/her actions and creatively be responsible for their changes in behavior. Changes in behavior and self to satisfy needs of self-actualization, self-maintenance and self-enhancement are the primary needs of the individual. (Curve, 2000)

An educator's primary goal in a humanistic theoretical approach to learning is one of a primary role model and catalyst. A teacher is just one person that should model the proper behavior and motivation in every task that comes forth. Fostering a sense of reason, pride and motivation in each task that a student faces is a strong force in the self- actualization of each and every student that walks into the door of that classroom each and everyday. As important of a role that the educator possesses, the student possesses a role just as great. The student's goal is to pay attention to the examples and explore the best possible ways to use those examples to motivate themselves to create and achieve realistic personal goals.

To use the humanistic approach in the lesson plans for the learning of the multiplication tables and to have the student have a visual communication effect that is needed to achieve the basis of this theory, the teacher needs to incorporate peer groups and teacher groups. In a group setting, the students can observe one another and the teacher in how the others resolve the problem. It provides the student's an opportunity to collaborate with one another as well; they may find a sense of what another is doing that may/may not be helpful to them in the learning process. Memorizing the times table may work best for one, but addition may be the best method for another.
Every theory, every theorist, has a point to make on how to make things work better, make student learn better and to make educators teach better. Knowing one is great, knowing two is better, knowing them all is great, but the fact of the matter is that no matter how many theories an educator knows, it is how that knowledge is used and applied to the actual classroom setting that will make the difference in how and what a student will learn and absorb. A student can learn much from an educator, but an educator can learn just as much from the student if they pay careful attention and explore at least the main three theoretical approaches of behavioral, cognitive and humanistic aspects of education.

References

Behavioral Learning Theory. Retrieved February 28, 2007 from
http://www.harding.edu/USER/dlee/WWW/behaviorallearningtheory_files/frame.htm

Behavioral Perspectives. Michigan State University. (2004, September 3). Retrieved February 28, 2007 from
http://teachvu.vu.msu.edu/public/designers/what_is_learning/index.php?page_num=4

Cognitive Perspectives. Michigan State University. (2004, September 3). Retrieved February 28, 2007 from
http://teachvu.vu.msu.edu/public/designers/what_is_learning/index.php?page_num=5

Humanistic psychology. (2007, March 1). In Wikipedia, The Free Encyclopedia. Retrieved March 2,
2007, from http://en.wikipedia.org/w/index.php?title=Humanistic_psychology&oldid=111771366

Learning Theories. The Learning Curve. (2000). Retrieved February 28, 2007 from
http://library.thinkquest.org/C005704/content_lt.php3#anchor2

Slavin, R. E. (2006). Education psychology: Theory and practice (8th ed.). Boston: Allyn and Bacon.