My views on student learning most closely reflect the views of J. Piaget and A. Bandura. Piaget’s influence is the first I will be talking about. I teach 4th grade, therefore most of my nine and ten-year-olds fall into the concrete operational stage of cognitive development. However, I do take into account that some students may be at different stages of cognitive development or may be experiencing more than one stage at a time. The instruction I present to my students varies to accommodate students that are at different levels of development. For example, for students at the concrete operational stage learning activities include classifying, conservation using concrete objects, ordering objects, and locating where things are.
Recognizing that some students’ development may be at different levels, I observe my students to determine what stage of development they are at. Students in my classroom that I find to be at the sensorimotor stage are provided with many objects to play with for stimulation. My students are constantly being challenged by science experiments, projects, and math concepts that involve measurement.
Now, as for Bandura, after I teach a concept, I model or demonstrate the concept for my students. They are then expected to practice the concept and show that they have mastered it. During the lecture I demand their total attention as I am providing important information that they will need to know in order to have mastery of the concept. If any of my students appear to be unfocused I try to find out what is going on with the student and get it under control so that learning can take place. I design my classes so that they are exciting and challenging for my students and keep them engaged.
My expected end result for my students is that they be able to recall vivid images of the subject matter that they have been taught and that they reproduce this knowledge in a way that is of value to society and themselves. My students make up the classroom rules and the consequences they will face if they fail to follow them. This gives them ownership of the process. They are responsible for their behavior and must withstand the consequences for any misbehavior.
The two theories that my teaching style most closely reflects, are cognitive and behaviorist. Things I do in my classroom that reflect an orientation toward the cognitive theory would be asking open ended questions and requiring students to use logic when thinking about possible outcomes. I have the students analyze situations and predict outcomes. They are required to take measurements of liquids that will be poured from one container to another one of a different size and shape. This activity provides them the opportunity to show that they have mastered the concept of conservation of matter.
The other theory would be the behaviorist. I provide students the opportunity to fully participate in how the class is run and what activities the class will be doing. I provide rewards for preferred behavior and consequences for unacceptable behavior. I also tailor my lessons according to the socio economic make up of my class. I realize that my students often come with more baggage than the normal student. Although I hold them accountable for their behavior, I also take into account the environment that they are a part of.
References
Boerree, Dr. C.G. (2006). Albert Bandura. Retrieved August 16, 2007, from http://webspace.ship.edu/cgboer/bandura.html.
Genetic Epistemology (J. Piaget). Retrieved August 15, 2007, from http://tip.psychology.org/piaget.html.