Learning Is A Continuous Process

Learning is a continuous process and it takes time to process the knowledge. It is essentially an observable and measurable change in behaviour that is the result of an experience. Vygotsky (1978) describes the existence of continuous interactions of thoughts, simulations, past experiences, personal opinions when learning takes place. In a classroom setting, diversification exists in the background of the pupils. This diversification is based on culture and origin that makes it difficult for the teacher to create a homogenized and harmonized learning environment which would benefit all of the pupils equally. In order to promote learning behaviour, it is very important to me as a teacher to understand and know the backgrounds of pupils. This requirement can be fulfilled through ‘inclusive classroom’ settings that offer ‘cooperative and collaborative learning’ that in turn will bridge the communication and the achievement gap, and make them understand the course objectives at the same time. In this paper, the potential causes of disengagement with the curriculum with reference to science and the factors involved in promoting positive learning environment are discussed. The literature is reviewed critically and various personal opinions are shared based on my school experience to promote positive learning behaviour.

There is an immense influence of behaviourism in the education system as it can be utilised in dealing with misbehaviour (Kauffman et al, 2006). Presenting aversive, designing extinction of the undesirable behaviour and response cost punishment combat misbehaviour. During my school experience, I noticed many teachers using these techniques in their lessons, able to transmit the knowledge to pupils in a coherent, ordered,...

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...need to pursue social inclusion and social justice through school policies, classroom teaching, and practices. The classroom environment is usually isolated from the school, but moving beyond the classroom to overcome such issues can indeed help in creating an inclusive environment within the school set-up. Inclusive schools are about creating an inclusive learning environment. Involvement of all pupils, listening and sharing individual ideas, and troubleshooting problems together are the initial steps towards inclusion. Universal instructions should be designed in mind with ‘No Child Left Behind’ motto. Involving staff and parents in planning activities can also aid to inclusion. Activities should be designed in such a way that all pupils can actively participate which helps in building self-esteem, independence and confidence and hence, preserves pupils’ integrity.