Actions Of A Teacher Who Is Behaviorist

Actions of a instructor who is sortist As a behaviorist, you accept that acquirement beat backs place when knowledge is separated into sm on the whole(a)er bits. Students be rewarded for successful answers. training foc practice sessions on conditioning the learners behavior. teaching involves repetition and association and is highly mechanical. behaviorist arguing instructors focus on a new behavioral drill being repeated until it becomes automatic.(Schuman) The role of the behaviorist teacher is providing stimulus literal and prompting the correct response, while the learners role is to be the receiver of the info response until the behavioral salmagundi is permanent. (Applications of Learning Theories) Teachers with a behaviorist leaning view errors as not enough conditioning. With give away repetition and proper conditioning, condition-age childs go out make mistakes. Behaviorism stinkpot excessively be thought of as a form of schoolroom management. Behaviori sts regard human beings argon shape entirely by their external milieu.If you wangle a persons milieu, you impart alter his or her thoughts, aspectings, and behavior. The system is based on rewards and punishments. Behaviorists look at that if teachers provide cocksure reinforcement, or rewards, whenever learners trans move a desired behavior, they go out learn to perform the behavior on their own. The same concept applies to punishments. Behaviorists think people act in response to internally or externally generated physical stimuli. They essentially cerebrate human constitution to be the product of singles environment.An example of behavioristic psychology is when teachers reward their physique or certain educatees with a party or special treat at the end of the week for good behavior byout the week. The same concept is utilise with punishments. The teacher finish take away certain privileges if the student misbehaves. 2. Actions of a teacher who is progressivi st Progressivists believe that individuality, progress, and change argon fundamental to unmatchables education. Believing that people learn best from what they consider close relevant to their lives, progressivists center their curricula on the subscribes, experiences, interests, and abilities of students.Progressivist teachers try making train interesting and commitful by cookery lessons that provoke curiosity. In a progressivist school, students are actively information. The students interact with one an new(prenominal) and develop well-disposed qualities such as cooperation and tolerance for assorted points of view. In addition, students knead problems in the classroom similar to those they give encounter in their e preciseday lives. Progressivists believe that education should be a process of ongoing growth, not vertical a preparation for becoming an adult. An obvious example of progressivism would be our class.We are in groups a lot and we actively learn through dis cussion. We communion about how what we read can be incorporated into our in store(predicate) article of faith careers. Dr. Theodore takes into account the suggestions from the previous semesters students and modifies his class accordingly. My reflections pg. 15 As a future teacher, I must ensure that I am prepared to arise my classroom in ways to inspire my students. I believe roughly strongly in the constructivist philosophy of teaching. I believe a constructivist teacher should be a necessitate for the student.My classroom will be unspoiled of motivational says and pictures, with b cover colors. I indispensability there to be something on every wall that will inspire my students to ask questions. I want my students to think critically with my guidance and choke. I feel it is principal(prenominal) for my students to feel safe within the walls of my classroom and feel free to look for their environment and create their own knowledge. Through experiences and investigat ion, the students within my classroom will continue to take steps forward to their educational and emotional development.I also believe that children should grow together. Although some students whitethorn be advance, while some others may have special needs, I think it is important to start at one point. Occasionally, some students may need scaffolding in swan to reach the ability of other students, except through guidance and support I want to allow each child to grow individually. distinguish instruction will be vital be to help aid students on different learning aims. Moreover, each students individuality should be considered when syllabusning activities and molding each activity for them personally.I want to ensure that each student is being challenged, no matter what their starting level may be. My educational philosophy is simple I believe all children have the right to an enriching education I believe all children are unique and need a safe and enriching environment t o learn and grow, emotionally and intellectually. Education is the stepping tilt to a childs future and it is important to make sure every student learns what they need, in order to help them succeed in their adult lives.As a future teacher, the three areas I believe will make my classroom efficient and motivating to my students are (1) teaching as though I am guiding my students through the knowledge I present to them (2) bountiful my students the freedom to let their curiosity take them further and (3) encouraging my students to admire their peers and the things of the world. I plan to hold my students to the highest expectations because I feel that is my obligation. I want my students to know they can achieve anything, but as long as they put their minds to it.I will be open-minded and will perpetually raise creative thinking. I want the activities my students participate in to be intrinsically motivating. The Russian psychologist Vygotsky emphasizes the estimate of allow ing students to work together and help each other learn. This can be done through scaffolding assisting students in the untimely stages of learning and slowly decreasing the assistance and letting students figure things out independently. I want my students to learn through interactions with their peers and be able to use their minds and construct their own psyches about what information I give them.This idea comes from the constructivist theory of learning giving students the freedom to discover and apply ideas through the information they receive. My desire is to have the students be completely satisfied in learning new and in time challenging things and that they are fully booked in what they are learning. I want their learning to be of the purest nature and I want them to real enjoy every aspect of learning. I want my students to feel comfortable in my classroom, so I plan to come to class everyday with a smile, an open heart, and a disposition of humor.Teaching comprises many aspects, but the one aspect I feel that is most important is stirring the minds of students, letting their curiosity take them into learning, and allowing them to enjoy the rewards of their achievements. That said, the brilliance of philosophy in education is the fact that it is the foundation in which all academic teaching and intellectual learning is built off. My future industriousness pg. 16 Learning encompasses three broad domainsknowledge, behaviours and attitudes.When we create a verificatory environment for learning, we set the conditions for students to move through a ikon of behaviours in each domain, from simple to increasingly complex, until they achieve mastery of the course learning outcomes. The challenge of creating a authoritative learning environment is one that all teachers face regardless of the physical environment in which learning takes place. Learning can occur in many settings, not just in the classroom. Accordingly, the term classroom in this book is used figuratively and includes a ample range of learning environments.Creating a authoritative learning environment is the cornerstone of effective teaching. In order for our students to succeed, they must first believe they can succeed. Students must have confidence in their abilities and they must feel that the teacher shares that confidence. A verifying learning environment nurtures these feelings by allowing students to explore and expand their knowledge without undue risk or fear. A positive environment is fostered when learning outcomes and expectations are clearly communicated to the student.Students have a wide range of learning needs and styles, and this revolution must be interpreted into account in employing a variety of teaching strategies. The size of the classroom, the line of battle of the furniture, the functioning of equipment and other physical aspects of the class all contribute to, or detract from, the learning environment. When these factors can be mani pulated to be positive influences, an environment more conducive to learning will be created. Creating a positive learning environment is the cornerstone of effective teaching.As teachers we are accountable to our students, as well as to their future employers. Clearly , there is no one right faction of elements that will magically result in a positive modality for learning for every student. Creating and maintaining a positive learning environment is an ongoing process. Clearly, there is no one right combination of elements that will magically result in a positive climate for learning for every student. The methods you devise will be uniquely yours and will reflect your own personal style and the philosophy, direction, goals and skills of your particular program, faculty and students.You will bring your own creativity as a teacher to habitus on the wide variety of experience of teachers across a range of disciplines. In teaching and learning Teaching and Learning provides leader ship, service, and support in the development, implementation, and dissemination of learning standards in all curriculum areas. We support school districts and their educators in delivering high quality instruction of the learning standards that ensures students achieve at high levels. Clarity of communication, collaboration, coordination, and commitment are the core values that make pass our work.Addressing diversity of learners The guiding research question How well prepared pre-service teachers believe themselves to be to teach students of diversity? -provided an effective means of ascertaining the effectiveness of one universitys teacher preparation program as it relates to this issue. Discovering the pre-service teachers perspective was germane(predicate) to this tuition for identifying the degree to which the teacher preparation curricula and field-based experiences influenced their beliefs about diversity indeed preparing them for teaching students of diversity.It became evident that these future teachers had differing meanings of diversity and there was a comprehend disconnect between how well the curricula compared to their field experiences prepared them to teach different populations. The purpose for conducting this study has been twofold. First, the objective was to learn how prepared the students in our teacher education program perceive themselves to be to teach the diverse student populations found in an ever-increasing amount of public schools. Learning this information can influence policy and practices in this Universitys teacher education program.Having conducted this study for this primary purpose, it is encouraging to have research drive decisions that address the issues of enhancing diversity training in teacher preparation programs. MY OBSERVATIONS 1. Classroom Arrangement The classroom I observed was the first grade class of Mrs. Wunderlin at Winchell easy School. The students desks were arranged into groups of six. I believe tha t the students desks were arranged into groups to promote accessible interaction, which builds a community for the students. When the students sit in groups it is easier for them to work as a team.The classroom also consisted of a version area, which had a variety of books. There were picture books and chapter books that covered low, average and advanced reading levels. In the back corner of the room there was a math area. The math area had several containers of manipulative objects that students could use to solve mathematical problems such as rods and cubes. Along the back wall of the classroom were two computers. Above the computers were photographs of the students and above each photograph were a displace of a self-portrait created by that student.This is a great activity to use at the beginning of the year that helps students get to know the names and faces of their classmates. I really enjoyed looking at them and will do this activity in the future. At the front of the clas sroom was the teachers desk next to the placard. Beside the teachers desk was a word wall. Word walls are excellent tools to use in the classroom. On the board Mrs. Wunderlin had the daily schedule which was reading, spelling, lunch/activity, story time, math, music, social studies, and ending with science. Also on the board were a class subject grid and a clock to learn how to tell time.Next to the board was a bulletin board that had a calendar on it. All these items are essential to have in a first grade classroom. It did appear that students shared ownership in the classroom. They are allowed to have water bottles on their desks and a toolbox as the teacher referred to it, which was a small charge card container that the students put their writing utensils in. Besides from allowing students to have items on their desks during class time, students didnt have to ask to use the restroom, they just get up even when the teacher is talking.The students also had a respect guide that was located on the wall so they can always refer to it. The respect guide is, for every letter in the word respect stood for a word that students should follow in the classroom. The letter R for responsibility, E for effort, S for resolving problems, P for perseverance, E for empathy, C for confidence, and T for teamwork. I passiond this idea and will add it to my come of things to have in my classroom. 2. Bulletin board display I went around the School Areas and I saw different Bulletin Board Displays located from the first to third floor.In every level of Basic Education, they have their own bulletin board display. Some are colorful and some are simple. The contents found are the list of the pupils with their pictures, lists of their subjects and their academic performances, schedules, word for the day, eye-openers, legacy of excellence, achievements, and the like. There are no misspelled words used in the display, the messages are clear, precise and consistent, the colors and designs always suit the interest and age of the pupils. 3. School playground I love going there its such a celebration of the silly design that all kids possess.The rear entrance to the school requires a presently walk across two huge sports fields, which are always assiduous by screaming, laughing, playing, running kids. There are books and chapters in books and no mistrust countless pages on the internet describing various techniques for undertaking this part of a childs assessment. Over the years I have practiced, I must have looked at hundreds of examples. For a parent or teacher seeking information on observation techniques it must seem very confusing. The following techniques are the methods I have settled on and used successfully for years both are very simple.I always use both techniques sometimes in sequence but more a good deal in tandem. If you are new to observation I would suggest doing them in sequence, you will naturally begin to use them in tandem as you gain e xperience. All you need is a note pad a pen and a watch. 4. Learning re line center Learning resources can be broadly defined to include books, libraries, bookstores, consultants, teachers, newspapers and journals, computers, on-line services just about anything that will either act as a source of learning or as a point of access to other learning resources.Until we start looking for them, many of us are unconscious(predicate) of the existence of these resources or under-estimate their potential value 1. Class routines Co-Curricular Activities are positive outgrowths and extensions of the regular curriculum in the schools. A co-curricular activity is one generated for a class or course, with the idea that all students participating in the class or course may be involved. Extra-curricular activities are those which contribute to the spirit of the school, personal growth of the participant and the positive aspects of school participation but do not offer credit.