Similar and yet still different to that of constructivism theory is the humanist approach. Humanists take into effect the recognition of a learner’s abilities in areas such as individual development, creativity and liberty. According to Maslow, 1987, for a student to attain self-actualization, an acceptance of lower level of requirements (safety and convenience) is necessary. Therefore, educations foremost purpose is achieving the maximum development capacity of an individual. Although we can say this approach is being implemented in some way to the present education system and learning, it is not to an optimal effect. Many students drop out of high school before they reach their VCE year, as mentioned in Appendix A. This is due to the fact that many feel misunderstood and unsupported. Furthermore resulting in the misconception of thinking they are not ‘smart’ enough to aim for higher education. Rogers, 1982, supported the …show more content…
If we consider the basis of humanist theories, such as Maslow, we can find it in the cognitivists and behaviourist approaches. If we were to give a generalisation, it can be said that the use of any of these theories is necessary and beneficial. Therefore, it is essential that the correct techniques and learning principles as well as its correct application by the teachers and students is needed to achieve the best results. It brings to mind whether these theories were at the forefront of the minds of my previous teacher, or if they still are. Many of my teachers struggled with the management of multiple student issues at one time, and students felt neglected in their thoughts and education. Would it have been possible to overcome this impasse then if this knowledge was apparent in the students and the teachers had more capability to implement
Additionally, Humanistic Psychology studies how people value themselves. Today’s Psychologists are often faced with problems when diagnosing patients, and utilizing a Humanistic approach to their prognosis facilitates a more broad study of what may be occurring. Taking a step back, Jake is having a tough time with his classes; his classes are now more difficult than before, and they might be affecting how Jake perceives his own values. I.e. because Jake feels more nervous, he could be losing his sense of control, which goes against his personal growth and affects his values and image of himself. Applying the humanistic approach to Jake, his fulfillment as a student is his personal growth. However as the difficulty of his classes increase, so does his own personal perception on how much he is growing. For Jake, realizing that he’s not suited for a particular difficult class is upsetting and induces anxiety. Modern day Psychologists would concur because Jake is feeling less valued and lacking a proper humanistic view of himself, he is feeling uncomfortable, and thus more
The constructivism theory is a theory that is relatable to something students are interested in and to real life experiences. Students need to get excited every day about learning. It needs to be fun and relatable so they get and stay engaged. As teachers, we must focus on our students learning what we are teaching no matter what it takes. Keeping the students focused and excited about school important. This theory is great for all students, because it is more focused on the individual child; and because there are no two students that are alike and that learn in the same manner. After all, God made each child special, and each child is their own person and they all learn and accept things in a different matter.
It bascially emphasis on freedom, choice, values, personal responsibility, autonomy, purpose and meaning. I sincerely agree because this is the extension of the cognitive development of an individuals, especially to the students. People usually make choices on their own, have own perception and accept the final result for their decisions. In accordance, it is believe that interpersonal is helpful in awakening the inner self during personal development (Moss, p.351). Based on my experience, I believe that this exist in every individual because only the proper conditions can be released and expressed. Add on, this is a set of actions in helping students to understand the term Personal Development, self-awareness and personal
“Constructivism is a new approach in education that claims humans are better able to understand the information they have constructed by themselves. According to constructivist theories, learning is a social advancement that involves language, real world situations, and interaction and collaboration among learners. The learners are considered to be central in the learning process. Learning is affected by our prejudices, experiences, the time in which we live, and both physical and mental maturity.( http://fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piaget-and-Vygotsky-Issue 48 / October - December 2004,CONSTRUCTIVISM in Piaget and Vygotsky Ozgur
What differentiates humanistic theories of motivation (e.g. Maslow, Rogers) from other theories (e.g. Hull, Instinct)?
Considering a range of learning theories and how they impact on decisions made about teaching supports educators in developing their own beliefs about learning. This essay briefly investigates Behavioural learning theories, constructivism and the humanistic theories of Carl Rogers and Abraham Maslow. It compares and contrasts these theories in regards to locus of control and motivation. In Part B a personal learning event is reflected on, referring to constructivist approaches in the assistance given.
There are three different approaches that would view the origins of Jake's anxiety. Behavioral, humanistic, and cognitive are the three different types of approaches. First of all, behavioral approach is what we have learned from our environment. For example, if you have been payed minimum wage all your life and suddenly your boss has announced that everyone will be getting paid $1 extra, you get happy and look forward to working. The salary increase was a change in the environment which is a behavioral approach. In contrast, humanistic approach brings out the good in human behavior. For example, if you are thinking to yourself that "i'm ugly, no one likes me" then change that thought to "Everyone is beautiful and so am I." This would be a humanistic approach because instead of thinking negative, you are thinking positive which will make you feel good about others and most importantly, yourself. The last but not least is the cognitive approach. The cognitive approach focuses on our thought processes and the moods we experience. For example, if you studied so hard on a test and you failed it then you might think that since I failed the last test, I won't be able to pass any other test. This is your thought process but it's not certainly true; this is a cognitive approach. In comparison, all of the approaches are assumptions about human behavior. They all have to do about
Those who choose to not pursue post-secondary education are often adjudicated and are believed to have an unsuccessful future. Since childhood, schools have emphasized that education is preparation for the “real world”, this is so that when they graduate from school they are capable of self-sustainability and contributing to society. Structural-functionalism has a positive view on education, believing that “Education helps maintain society by socialising young people into values of achievement, competition and equality of opportunity.” (Bryant, n.d) This definition emphasizes meritocracy in structural-functionalism; it is the idea that what a person accomplishes and their intrinsic capabilities will determine their position in society. This emphasis is logical, as school helps the development...
By analysing both negative and positive behaviours using my own experiences and observations, I will describe the effects and impact it had on students and their learning outcomes. Reflecting on this process will help me to analyse their response to different environmental and behavioural situations within the classroom. By developing strategies based around the three main theories of learning, I will explain how to use these methods to manage learner's behaviour and influence the learning environment.
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 it, rather, they build or construct understanding based on their own personal experiences and interactions with material, people, and the world. Students must be allowed the freedom to explore their interests in a very interactive way and should not be guided by a curriculum (Constructivism).
As students grow up they learn certain skills, whether they are social or physical skills, spelling skills, writing skills, anything that will help them grow as a person. In Physical Education we focus more on the Humanistic and Social Development also known as the interactive and intrapersonal skills, in addition to the motor and physical development that are often always seen to be a focus in PE. Humanistic and Social Development help students grow and become better in different ways but they also relate to each other in many ways.
Constructivism can be described as effective ‘child-centred development’. This theory relates to observations and scientific study which entails how people learn. The fundamental aspect of this theory is to enable learners to construct their own knowledge and understanding of the world, by experiencing things and reflecting them.
Being a teacher is an enormous responsibility. We as teachers can either be carriers of positive or negative behaviour towards learners. A good teacher is someone who guides students rather than someone who is a totalitarian in the classroom. We as teachers should also create a warm and protective environment where learners feel free to realise their full potential. Sometimes the teacher’s caring attitudes could have a positive influence on the learners. Their self-esteem can be lifted because it could create ambitions in their minds for future academic success. Teachers should be open minded person and respect the learner’s diversity and give a caring attitude towards learners. According to Abraham Maslow, [http://en.wikipedia.org/wiki/Self-actualization on 31 March 2014] the basic needs of humans should be met, before a ...
The humanistic theory says that a person needs to meet certain personal needs in order to achieve personal development. It also states that people can develop positive self-regard if they receive unconditional positive regard from others. Quality education is based on the input that teachers give the students in the classroom. Students have certain needs that they need to meet in order to feel comfortable enough to be ready to receive information that needs to be learned. Students need to feel safe, hunger free, and have a good environment. I will make my students feel comfortable in order to tell me if they need something that I could provide for them. Once the students feel good, safe, and comfortable in a classroom they will be ready to receive quality education. If a student feels cold or hungry he/she will not be able to concentrate to the fullest and quality education will not happen. I will make the environment of the classroom or climate feel safe, and bully free so that the students can express themselves without fear. I will also give positive feedback to all my students in order for them to build up self-esteem and feel good about themselves going to school. I believe that the humanistic theory supports quality education because students need to have all their personal needs meet and feel good about themselves in order to learn new things and to learn them
A constructivist view to education assigns students as self-regulated learners who are encouraged to make sense of information for themselves through critical-thinking rather than rote repetition of the correct answer (Krause et al. 2010, pp. 212 - 213). Furthermore, a constructivist-educator is one who undertakes efforts to understand students ' already established conceptions, and tailors learning-activities to build upon or challenge these ideas. As a teacher in a classroom, I would do this by implementing active-learning strategies wherever possible, such as inquiry-based activities or real-world problem solving related to what the students know. In teaching students through this constructivist approach, with its emphasis on critical-thinking, I believe that students ' gain an essential skill for lifelong learning: 'adaptive expertise ', which is '[...] the ability to apply meaningfully-learned knowledge and skills flexibly and creatively in different situations. ' (Durmont et al. 2010, p. 84) Not only do they form the basis for lifelong learning, a constructivist-classroom that encourages critical-thinking naturally elicits greater social interactions through discussion and collaboration; an essential part of an education which produces active and