The teaching fraternity upholds the integrity of upcoming generations. From time immemorial, the learning environment has been a tool of cultivating the learner’s mind and shaping their way of life. This incorporates the activity of nurturing talent into productivity and mostly depends on the setting of the environment where the learning process takes place.
Whereas the learning process takes place in the classroom, several other factors that establish the learner-teacher relationships influence the entire process. Anderson (2001, p120) asserts that conventionally, the setting of this environment was not a great idea of concern; however, the understanding of how pupils are taught is fundamental as stipulated in the education theory. The insight of the theory is an understanding of learning and motivation complemented with how teaching methods and chosen strategies correspond to effective learning styles in the classroom. This is a challenge to teachers as it has brought about a clear language and framework of interpreting learning styles they ought to use in classroom. It is therefore quite clear that the recent advancements towards learning styles within the last decades have raised important issues and solutions to problems on how learners ought to be taught. It is my wish to have stipulated these strategies in this introduction; moreover, it is the articulation of both the learner and the teacher that brings out the definition of the learning process.
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This dissertation chapter investigates effective teaching and learning processes, and focuses on the role of pedagogy related to learning on the teacher-student correlations.
Learning is pegged on the fact that intelligence is modifiable. This entirely means that factors subjected to the learner can mould the way of understanding, and consequently affect performance. For instance, verbal and non verbal communication of the educator to the learner, vastly affects the first impression. According to Cooper & McIntyre (1996, p133), verbal praise has been associated to improved behavior among students while criticism corresponds to poor performance. The non-verbal behavior such as facial expressions, voice tone and use of gestures also convey approval or disapproval messages, which may weaken or strengthen responses. Such responses are noticeable in an environment where the teacher takes full responsibility to guide the student’s action. Such an environment will have a different constituent of learners as compared to another environment where the students are encouraged to assume responsibility for their own behavior. Consequently, learners can be taught to think more effectively using the visual, auditory and kinesthetic techniques such as mind mapping, musical stimulation and practical designs. It is with this regard that Gardener’s notion of “multiple intelligence’s” identifies a cluster of modifiers of intelligence, notably; linguistic, musical, logic-mathematical, spatial, body kin aesthetical, interpersonal and intrapersonal. Although this attributes have received criticism, I concur with the need for practical assessment and research for documentation and consequent justification of these noble intelligent modifiers.
On the other hand, teacher classroom management systems depict beliefs on content and the entire leaning process. Haager et al. (2009, p98) reports that the cognitive properties that learners endure in a classroom setup are both academic and social. This means that the teacher has the role of facilitating these learning of these tasks. This is why the teacher is endowed with the prerequisite of both management and instruction, which go hand in hand. The contemporary learning environment defines a teacher as a person to create, implement and maintain a learning environment within and without the classroom.
The aspect of classroom management goes hand in hand with resources and transition within tasks. It is the role of the educator to give to the learner guidelines on routine practices and encourage the learner to assimilate this. The teacher should give rules and regulations for harmony within the learning institution, while the student need to abhor the spirit of self discipline to both the staff and their peers. These interactions are supported by the ideology in the zone of proximal development, which relates the distance between actual development as determined by individual problem solving to the level of problem solving from guidance from an adult or from more capable peers. According to Killen (2006), it views the interaction with peers as an effective way of development. The development is hence helpful as it challenges teachers to use cooperative learning exercises where less competent students develop from more skillful peers. This means that teachers have the duty to identify their students and characterize them according to performance, then find ways of bridging the gap by setting up interactive modules between the knowledgeable and the low learners. This should incorporate the best management aspects that are self centered to the learner and their peers.
Another important aspect that helps to investigate the learning process is the professional skills embodied in the instructor. This attribute encompasses questioning, explanations, entertaining and curiosity. According to Ornstein & Lasley (2003, p122), creating and implementing a learning environment is essential. This is a collective responsibility of the skill endowed in education ethics. The skills should nature both physical and cognitive space for the learner. Physical space is the nature in which the room arrangement matches with the teacher’s philosophy of learning. This in part looks at the physical distracters, and how a teacher can manage to keep the learner’s mind in full concentration. The cognitive space is the skill that can be utilized in creating a motivational climate. It looks at how the teacher uses his knowledge to help the learner to tolerate with difficulty, with a view that repetition of tasks might have good results in mastering of tasks.
The code of conduct of the teacher is also mandatory skill in effective learning. This cuts across from the dressing code, to the way of communication. Parker (1999, p66) asserts that the instructor should be one who is a mentor, is always jovial, praises where it’s due and criticizes impartially. This cultivates the confidence of the learner, and keeps the mind of the learner in anticipation. The teachers should also be passionate to the learner with the ability to differentiate between corrective and abusive punishment for errand pupils. This will create a bond, and eliminate any fear that the pupil might have along the study process.
The styles of teaching are fundamental in giving the learner what it takes to be a student. Teacher training on relevant syllabus is essential as it gives professional development, which allows this to pass to pupils. This is why the theory of fraud requires that the teacher should have the capability to tap the talent at an early age, and consequently realize the weak areas of the pupil, in order to avoid paranoia and emotional problems in adults, which emanated from suppressed desires. According to Partin (2009, p124), this theory of psychosexual development serves to establish the connection between individual desires social necessity.
The effects of rewards and sanctions control on the learning process are fundamental. Rewards are rarely essential if you allow children to manage themselves. Also, it is essential to frequently asses their behavior. This will be more preventive than curative. If the child is put to too much pressure on their behavior, they might spend more time trying to improve. In response, the teacher should try to encourage the child and cultivate good attitude. This in part is the best motivation to poor performing students. However, education policies should mandate incentives for teachers to boost. R.p.singh (2009, p123) reports that the salary policy structures should reward teachers with good pay for improved performance and student learning. This will not only encourage the serving teachers but also those who aspire to join the profession. This would have a positive impact to the future of education.
In conclusion, the learning process is a pillar that elevates the life of the learner into a fully responsible person. I wish to conclude my investigation by through recommendation of radical changes to the learning process by concurring with the theorem stipulated that a learning environment should involve interaction of competent with less competent pupils. This is beneficial as it helps in bridging the gap between the two. Also, the learning environment should be conducive for the process. This involves a schedule of events, and rules and regulations that manage the code of conduct of the learner. The school curricular should set the expectations to guide the programs and forge towards important goals. According to Stronge (2007, p112), lesson planning should be thorough and proximal, which cultivates a harmonious procession of events.
The learning strategies should be ones in which the teacher encourages the pupil to practice how to perform complex tasks than one who consistently guides the pupil’s actions. This helps in cultivation of their behavior, instead of the latter, which imposes character. Wulff & Jacobson (2005, p112) asserts that teachers on their part should have the essential skill in management of relevant syllabus, and identification of weaknesses and strengths of the learner. This would help in the interactions that are relayed in the zone of proximal development.
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