Marie
Blankenship
EDUC
500-B19
Liberty
University
Introduction
Two questions that
are commonly asked regarding education. What
makes an effective educator? And, what
is the best way to engage learners?
These two questions go hand in hand as an effective educator would be
engaging learners. Wallace (2015) states
that these questions remain difficult to answer and one should consider a range
of theories to determine the most appropriate for the situation. Several factors are involved in determining
the best practices that create positive learning experiences for all diverse
learners. This paper will examine those
factors and how it affects the learner beginning with learning theories.
Learning
Theory and Its Importance
It
remains important for educators to explore research-based learning theories. Wallace (2015) defined learning theory as “the
body of theory about how and why learning takes place draws heavily on the work
of schools of psychology as diverse as the behaviorists, on the one hand, and
the humanists, on the other” (n.p.). Some
educators focus in on one theory and follow that theorist. The differing nature of theories may be one
reason educators chose one theorist to follow.
Theories differ in numerous ways such as predicting how learning occurs,
determining important learning processes, determining which learning aspect to
stress, oriented toward basic or applied learning, and stressing the roles of
development, instruction, or motivation (Slavin & Schunk,
2017). Slavin and Schunk (2017) explain
that overlap between theories can be confusing which is normal. Continuing, they state that even though
theorists differ many are based “on a common foundation of cognition [which
contends] that learning involves changes in learners’ thoughts, beliefs,
knowledge, strategies, and skills” (p. 2).
They suggested that an educator should first examine their own beliefs
and assumptions regarding learning only then can one decide which learning
theory or theories fits. Van
Brummelen (2009) reveals the complexity of the interactions between theory and
practice stating that educators need to define and redefine what they believe
about learning. This implies that as
educators become more experienced their views on learning and teaching may
change which will in turn affect which theories they employ in the classroom. Wang (2015) explained
the basics of two common learning theories: behaviorist and constructivist. Stating that the mind, as viewed by
behaviorist theory, places knowledge in a file cabinet or container to be
retrieved later. Whereas, constructivist
theory emphasizes a child-centered approach where knowledge is constructive in
a peer social environment that prepares for lifelong learning (Wang, 2015). Tomasello (2016) took this one step further,
explaining that beyond constructivist social learning theory stands cultural
learning theory. He argues that cultural
learning “enables individuals to learn through one another in powerful enough
ways to support the cumulative cultural evolution of human artifacts and practices
over historical time” (Tomasello, 2016, p. 643). As stated earlier, there exist a multitude of
theories for educator to follow. Slavin
and Schunk (2017) stated that the bridge between research and educational
practices is through theories which provide tools for organization and
recommendations for educational practice.
It is important to remember that learning theory and educational
practices complement each other while helping to refine one another (Slavin
& Schunk, 2017). Wallace (2015) warns
that theory is only useful when it works, and education professionals should
create their own beliefs about learning based on personal experiences and
accumulated knowledge. This knowledge
can from research or professional development.
Description
of an Effective Teacher
One
theoretical approach over another is not what makes an effective teacher. Rather, it is the successful implementation
of the correct theoretical approach for the situation. Below are included some viewpoints on
effective teachers. Gweon,
Shafto, and Schulz (2018) purposed that effective educators communicate
information that is sufficient, relevant, and beneficial to others which avoid
cognitive overload. Slavin and Schunk
(2017) stated, “effective teaching requires that we determine the best
theoretical perspectives for the types of learning we deal with and their implications
for teaching” (p. 25). There are
strategies that educators can utilize to be more effective which include but
are not limited to: providing interesting lessons, engaging learner imagination
and energy, effective use of time, communicates purpose, high expectations,
contagious enthusiasm, effective feedback, clear expectations and clear
explanations (Slavin & Schunk, 2017).
Also, the intentional educator will utilize motivation to improve
teaching and learning. “Teachers need to
engage children mentally in learning by making teaching intention explicit, and
emphasizing the knowledge change” (Wang, 2015).
Van Brummelen (2009) poetically described effective educators as
craftsperson’s that are reflective, diligent, and skillful while continuingly
honing their craft. Continuing, he
explains that effective educators systemically analyze and reflect on their
efforts and its effects. This educator
will learn through practice and utilized the experience gained to improve upon
skills. additionally, they will be
self-critical and revise teaching accordingly which can be referred to as a
reflective practitioner (Van Brummelen, 2009).
Van Brummelen (2009) maintains “teaching has a strong moral and
religious component” that leads in the path one should go which would make
teaching a religious craft (p. 39).
An effective educator
will create an effective learning environment as the two go hand in hand. The strategies utilized to create this type
of environment include: preventing and responding to misconduct, time
management, providing an atmosphere that supports interest and inquiry,
activities that engage minds and imaginations, direct instruction, technology,
motivation, classroom management, and meaningful experiences (Slavin &
Schunk, 2017). Lucas, Burdett, Burgess,
Wood, McGuigan, Harris and Whiten (2017) concluded through their research that
learners learn best from individuals they feel familiar, which indicated that
educators need to create a nurturing environment for effective learning to
occur. Looking at another aspect such as
direct instruction which is defined as information being transmitted directly
to a group of learners (Slavin & Schunk, 2017). Wang (2015) purposed that direct instruction
and collaboration learning
boost motivation delivering effective results in learning. While, Cavadel and Frye (2017) suggested that
direct instruction may not be well suited for younger learners as teaching is
complex and involves mind, emotion, and motivation. Technology is another aspect to enhance
learning. Slavin and Schunk (2017) explained
that integrating visual and auditory content engages learners beyond the
classroom and can include interactive whiteboards, DVDs, graphics, videos, and
other devises. Cavadel and Frye (2017)
suggested utilizing simulated gaming technology to guide discovery learning
which creates interest and motivation within the learner to complete the
activity. Other researchers stated that
an effective method for creating interest utilizes multimedia component and technology
learning systems that provide an interactive learning environment (Banire, Jomhari, and
Ahmad, 2015). Slavin and Schunk (2017)
revealed that motivation remains highly important describing it as the
willingness to put forth effort to learn.
Unfortunately, motivation is difficult to measure and varies. “Psychologist define motivation as an
internal process that activates, guides, and maintains behavior over time”
(Slavin &
Schunk, 2017, p. 272). Haimovitz and
Dweck (2017) conducted research that concluded that motivation and learning are
correlated to the learner’s mind set. To
increase motivation, Tomasello (2016) purposed collaboration as learners are
more motivated to solve problems collaboratively than alone and work longer and
harder. The last aspect examined here
regards classroom management. This
aspect affects multiple areas such as: dealing with misbehavior, using time
effectively, creating learning conducive atmospheres, and engaging leaners
minds and imaginations (Slavin & Schunk, 2017). Continuing, they state that effective
instruction remains the most effective strategy. Van Brummelen (2009) suggested making schools
communities of learning where all take delight in working together to build
common commitment, values, and purpose.
This would create relationships based on the Great Commandment as
described in Ephesians (Van
Brummelen, 2009).
Actively
Including and Engaging Learners with Diverse Needs and Exceptionalities
Today,
most school systems provide inclusive classrooms. However, the amount of time spent in an
inclusive classroom may vary, depending on the school system and the diverse
need. Slavin and Schunk (2017) reveal
that inclusion is not just instructional, it is social as well and the educator’s
role is critical. Continuing, they
explain that educators’ attitudes are important for positive interactions and
modeling for learners without disabilities.
Two strategies for successful social integration could be utilizing
cooperative learning methods and social skill training which improves social
acceptance (Slavin & Schunk, 2017). One might ask what is meant by learners
with exceptionalities? Slavin and Schunk
(2017) explain this involves learners with special needs regarding societal and
school norms and having the inability for any reason to perform academic tasks. Continuing, they defined handicap as “a
condition or barrier imposed by the environment or self” and
disability as “a functional limitation that interferes with a person’s mental,
physical, or sensory abilities” (p. 266).
Van Brummelen (2009) contributes to this discussion stating that
sensitivity must be on the educator’s mind as classroom are so diverse and
unique today. Continuing, he reminds
that each child is special as a creation of God deserving acceptance and an
opportunity to learn. Diversities and
exceptionalities come in numerous forms and Jesus set an example for educator
by loving and caring for all no matter how different. Van Brummelen (2009) also
reminded of Paul’s teachings which stated that all parts of the body were
important even if they seem weak.
Behavior and character
are two sides of the same coin. Behavior
can be most effectively be controlled through prevention as learners tend to
behave during engaging and interesting activities (Slavin & Schunk, 2017). When learners get bored or fatigued,
cooperative leaning methods that actively involve the learner should prove
helpful. For more stubborn misbehavior,
look to behavioral learning theories as there may be some reinforcer being
maintained with the most common being attention related (Slavin & Schunk,
2017). Van
Brummelen (2009) discussed character development and described it as the
“teaching of ethical principles and conduct” or character education (p. 232). Continuing, he explained that this refers to
the virtues in Titus and the fruits of the spirit in Galatians. Character education teaches social justice
and equality while promoting “positive personal growth and learning” (Van Brummelen, 2009, p.
233).
Engaging
Students in Learning, Building Self-Efficacy and Motivation
Motivated
learners can self-regulate and engage in learning. Slavin and Schunk (2017) stated motivational
influences that are important to “learning are goals, outcomes expectations,
values, and self-efficacy” (p. 133). Self-efficacy
is different then self-esteem; whereas, self-efficacy refers to “one’s
perceived capabilities of learning or performing” (Slavin & Schunk, 2017,
p. 133). Ones self-efficacy can affect choices
made and learners achievement. Educators
can help build learners self-efficacy through effective positive feedback,
creating opportunities for success, vicarious modeling, and from physiological
symptoms experienced (Slavin & Schunk, 2017). Van Brummelen (2009) contributed to this
discussion suggesting that educators facilitate learner’s successful
achievement which is the best motivator.
Continued success enhances self-efficacy.
Personal
Reflections/Conclusion
Educator
must first determine what they personally believe about teaching and learning. Only then can the educator select a learning
theory or theories that best fits and can be utilized in their classroom. This educator considers herself as an
eclectic educator which was mentioned in Slavin and Schunk (2017). Over the many years of teaching my personal
learning theory has changed starting with Piaget moving to behaviorist with a
period focusing on Vygotsky. Now, this
educator picks and chooses which theory is appropriate for the circumstances
with Bandura having the greatest influence.
Choosing the theory that best fits the situation facilitates the
successful implementation of the theory in the classroom which is one point of
an effective educator. This educator is
constantly trying to learn new approaches and new from past mistakes. Does that make this educator perfect? Definitely not! The Bible declares; “As it is written: None is
righteous, no, not one” (Romans 3:10, English Standard Version). Striving to be an effective educator an
effort is made to create a learning environment that is nurturing and
welcoming. This includes preventing and
responding to misconduct, time management, providing an atmosphere that
supports interest and inquiry, activities that engage minds and imaginations,
direct instruction, technology, motivation, classroom management, and
meaningful experiences. This is
reflected in Proverbs 22:6 (ESV); “Train up a child in the way he should go;
even when he is old he will not depart from it.” The effective classroom also accepts all
learners no matter the diversity or exceptionality. The educator should be sensitive and a model
that encourages respectful social interaction.
God declared in His word; “Love one another with brotherly affection.
Outdo one another in showing honor” (Romans 12:10, ESV). Next, the effective classroom should address
behavior and character development. This
educator has utilized redirection and positive engagement for quite some time. Both behavior and character can be address by
following Galatians 5:22 (ESV); “But the fruit of the Spirit is love, joy,
peace, patience, kindness, goodness, faithfulness.” The effective educator also motivates and
enhances learner’s self-efficacy. This
educator meets this by providing effective positive feedback, appropriate
praise, and modeling. The Bible declares;
“show yourself in all respects to be a model of good works, and in your
teaching show integrity, dignity” (Titus 2:7, ESV). Teaching in both Christian and public-school
settings, this educator has tried to utilize the gifts given by God to lead
children in the way they should go while creating a safe learning environment…
“As each has received a gift, use it to serve one another, as good stewards of
God's varied grace” (1 Peter 4:10, ESV).
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