Theories Of Teaching And Learning in Modern Education Assignment sample

Introduction: Humanism and Behaviourism in Contemporary Classrooms

The theories of teaching and learning provide a structured framework in the field of education that enhances teaching and learning practices. It is highly important to employ significant learning modes and theories to increase the efficacy of teaching and learning procedures. The current essay will be based on a deep analysis of two learning modes: humanism and behaviourism. Furthermore, two theories, Carl Rogers’ humanistic theory and Skinner's learning theory of behaviourism, will be used for undertaking critical analysis related to contemporary educational theories that define learning.

Learning Modes and Theories

• Problem solving (humanism)

Concepts such as self-actualisation as well as personal growth are the symbols of the humanism approach. The humanistic theory focuses on the autonomy as well as the freedom of the learners. This links the capability to learn with the fulfilment of other requirements, as well as to perceive the utility of the skills by the learners. Humanism learning is linked with the student-centred approach, which values aspiration and autonomy.

Carl Rogers’ humanistic theory proposes a major amount of congruence between the ideal self as well as real self. Educators need to establish an environment in which the learners feel comfortable, as well as explore ideas that lead to problem-solving (Humanistic Learning Theory in Education, 2020). Educators who use humanistic learning help learners to find motivation as well as engagement in the learning. Activities and lessons must emphasise the learner as well as their intellectual feelings. Educators need to create group opportunities that assist learners to observe, explore as well and self-evaluate. Increasing the students’ engagement in the learning procedure motivates them to enhance their critical thinking, attain high accomplishment as well and problem-solving abilities. Educators need to provide active learning, which can enhance the problem-solving skills in the class through collaboration, motivation, as well as feedback. The learning outcome includes developing individual learners, empowering students as well and promoting active participation in shaping the learning approaches as well as objectives (Humanistic Learning Theory in Education, 2020). This theory links with the educational practices which focus on the learner's emotional well-being, self-sufficiency, as well as personal learning involvement.

• Motivation (Behaviourism)

Behaviourism in education is referred to as the way people learn through interaction in the environment. This is based on the practice that all the behaviours are acquired with conditioning, which is the procedure of punishment and reinforcement.

Skinner's learning theory of behaviourism focuses on the role of reinforcement and punishment. B.F. Skinner proposed that environmental stimuli, as well as consequences, enhance learning with the procedure of operant conditioning (Behavioural Learning Theory, 2024). Positive reinforcement includes pleasant and desirable stimuli after the behaviour, which motivates the learners within the classroom. Educators can provide students with token economies to target behaviour change. This assists learners to visualise progress, work for reinforcement, as well as learn to regulate their behaviour. Positive reinforcement, like rewards and praise, motivates the learners to exhibit the desired conduct. This also motivates problem-solving skills, which empower students to make responsible choices. Educators, by nurturing the foundation of social as well as emotional environment, can develop a more harmonious school atmosphere (Behavioural Learning Theory, 2024). On the other hand, negative reinforcement of taking away the unwanted stimulus to motivate the good behaviour among the learners. This assists educators with an objective and clear way of measuring the learners’ progress as well as performance. This also allows educators to tailor instruction as well as feedback on the basis of each learner’s abilities and requirements. This also assists the educators to manage the class behaviour as well as discipline by using the positive as well as negative reinforcement techniques.

Benefits and limitations

Humanism theory

Carl Rogers’ humanistic theory is backed up with the humanistic mode of learning; this theory is associated with varied benefits, and those are promoting self-acceptance and focusing on individual needs and self-actualisation (Muhajirah, 2020). A learner needs to have the audacity to self-acceptance as this contributes to enhancing their potential, and humanistic theory focuses on this area. The needs and requirements of learners have been evaluated, and accordingly, appropriate actions have been taken in the classroom. In this manner, significant support has been developed for the students. On the other hand, the drawbacks of this theory are attributed to a lack of empirical evidence and difficulty in measuring self-esteem. These disadvantages impact the learning procedure in a negative manner. It is not easy to evaluate the needs of all learners at a single point in time, and due to this, there is a lack of empirical evidence. The Rogers’ humanistic theory proposes the congruence aligned with the real self and the ideal self (Yanita and Sumarni, 2024). This often overlaps with supporting self-esteem and a positive image and creates negative perceptions in the minds of learners. In the practical world, it is not easy to build the self-esteem of learners by considering humanistic theory, as it provides a rigid structure and promotes learner freedom. It does not lead to following the set of curriculum guidelines, which makes it a cause of concern.

Behaviourism theory

Skinner's learning theory of behaviourism is aligned with varied advantages and disadvantages; the benefits are aligned with shaping the behavioural pattern of students and engaging them in learning procedures. Teachers analyse the factors that impact the behavioural patterns of students, and accordingly, learning has been enhanced. For example, a student is not able to learn things by reading notes, while the student is comfortable learning things by communicating (Aung, 2020). In such a situation, the teacher in the classroom organises discussion as per the needs and requirements of the student, and the learning is supported. The behaviourism theory is at the forefront of analysing the behavioural patterns of students, and accordingly, decisions have been taken in the classroom. However, on the other hand, the major criticism of this theory entails only focusing on external factors and not prioritising internal factors (Cranmore, 2022). The internal factors are comprised of lower self-esteem, stress, anxiety and lack of self-esteem. The learners might face any of these aspects, which ultimately impact their learning efficacy in negative manner.

Ways in Which Humanism Theory Can Be Implied in Practice

Carl Rogers’ humanistic theory proves to be a philosophical approach that emphasises respecting the dignity of learners and their views as a self-directed process. In an educational setting, the implication of theory in practice can be done by promoting student-centred learning. Instead of just providing instruction to students, there is a need to develop a student-centred environment in which learners can get the chance to learn and explore without having any kind of doubts or issues (Geller, 2021). For instance, a teacher in the classroom can ask students to design a specific project that addresses a social issue or racial inequality. This led to empowering students in terms of enhancing their critical skills. The implication of the theory insists on empathy and understanding, where the teacher can foster empathy by developing a safe and secure environment for the students. For example, a teacher can discuss with regards to cultural awareness (Astuti and Muslim, 2022). This supports in promotion of cultural competence where the personal experience related to biases and cultural differences can be discussed, and empathy can be promoted for different backgrounds.

Furthermore, teachers in the classroom can build effective relationships with students, which is possible by becoming empathetic, supportive and genuine. For instance, one-on-one interaction can be undertaken in the class as this helps in developing an effective understanding between teacher and students (Silva et al, 2024). Moreover, teachers can focus on promoting diversity and inclusion by initiating diverse perspectives of learners within the curriculum. This can be effectively achieved via curriculum response teaching and inclusive of different languages. This helps in creating awareness regarding the importance of diversity and respecting all cultures (Efgivia et al, 2021). Personal growth and self-awareness have been proven important factors in encouraging the students so they can accordingly reflect on their biases, personal growth and beliefs.

Thus, this can be achieved through self-reflection exercises and journaling. For instance, a teacher in the classroom can provide self-reflection assignments to students and they can accordingly become aware of their strengths and weaknesses. Thus, it can be stated that Carl Rogers' humanistic theory focuses on the importance of a student-centred approach and empowers learners. By implementing this theory teachers can develop a supportive environment in the setting that creates motivation for students. The given examples depict how theory can be applied in the setting for promoting important issues such as class, families, communities, gender and diversity.

The Implication of Behaviourism Theory in Practice

Skinner's behaviourism theory suggests how a behaviour can be shaped as a result of rewards and punishment. This theory is highly effective for changing the behavioural pattern of students. Positive reinforcement is comprised of rewarding students and creating a sense of motivation. For instance- a teacher can appreciate the student for answering the question. Positive reinforcement is important to foster positive thoughts in the students and therefore, significant focus needs to be implied on this area (Hinduja, 2021). On the other hand, negative reinforcement is when a teacher focuses on eradicating an unpleasant stimulus so this does not get repeated. When a student does not obey the teacher's instruction at that time negative reinforcement is needed. For example, in the classroom, an educator can punish students for not following the instructions. Furthermore, a teacher can often stop providing attention to a student who continuously interrupts other people and often allows them to self-regulate with their behaviours (Hinduja, 2021). The theory can be further implied for complex issues, teachers can effectively use positive reinforcement so they can encourage the students who are from diverse backgrounds. The students can be allowed to share their traditions and cultural aspects and in this manner, cultural sensitivity can be promoted in the classroom.

An inclusive learning environment can be developed in the classroom to ensure equal opportunities for all students and no discrimination should be undertaken with students. An inclusive environment creates significant motivation for students and often enhances their learning efficacy. The social-emotional learning can be encouraged in the classroom by punishing students when they perform any kind of unacceptable and bullying-related activities. There are varied students in the classroom and all of them have diverse learning needs (Makhsura, and Agustin, 2023). In such a situation behaviourism theory could be used to analyse the behavioural patterns of students and accordingly, further actions and strategies can be taken in the class. For example- a teacher can offer different formats of the assignment such as oral, visual and written to students as per their preferred learning style (Makhsura, and Agustin, 2023). Thus, by applying Skinner’s behaviourist theory in the setting, teachers can foster a positive environment that leads to increased student motivation and engagement to a greater extent.

Conclusion

Conclusively; this can be stated that both the theories; humanism and behaviourism, have their strengths and weaknesses. The humanistic theory can increase the confidence of learners but it does not adhere work curriculum structure. Whereas behaviourism theory prioritises the needs of learners it does not focus on the internal factors that create barriers in shaping student behaviour. I have learned that in order to foster teaching and learning practices it is important to develop effective interaction between teacher and student and I will focus on this area. Afterwards, the unique needs of the students must be analysed and accordingly, implication of theories must be done to gain effective results and enhance the satisfaction of the learners.