Behaviourism
To efficiently teach students in a lesson, instructors employ a number of instructional modalities and concepts. Recognizing learning styles and the accompanying theories enables teachers build techniques for enforcing curricular requirements and meeting the requirements of the students in teaching. The training style motivator and also the accompanying behaviourism theory necessitates extensive investigation into how individuals behave in diverse surrounding contexts. Within the said example, the hypothesis has multiple explanations with corroborating documentation. The humanistic approach, like the dilemma resolving learning mode, emphasizes on self – advancement, and it is backed by Maslow’s Hierarchy of Needs. Various learning modalities and concepts have commonalities that promote educational topics and academic results (Essa & Burnham, 2019). Such ideas can be useful to teachers in determining each pupil’s behaviour patterns in addition to meeting their educational demands. Holistic techniques with in curriculum add to a child’s learning growth and development, which will then be demonstrated all through the discussion (Elango et al., 2015).
The educational method of motivation is connected to individual behaviours. This topic emphasizes on constructive and unfavourable feedback. Good incentives include factors like recognition and incentives, that can encourage recurrent desirable attributes, whereas unfavourable incentives include penalties such as detention, that can prohibit behavioural responses. Behavioural theory is a concept that is based on anyone’s evident and measured conducts (Clark, 2018). That idea also pertains to the research of individual activities; individuals may be educated to produce specific behaviour patterns in reaction to specific cues; the further frequently the reaction is triggered, the greater the subconscious person becomes. Behaviourism philosophy enables learners to achieve valuable abilities and supports positive lives in school and society.
B.F. skinner (1904-1990) was a behavioural researcher who emphasizes on improvisatory conditioning rewards theory. This focuses on the training that happens when specific behaviours are awarded or penalized, increasing the possibility that such actions will be perpetuated (Ryan et al., 2019). Skinner highlights the necessity of encouragement, as well as skinner equally argues that enough favourable feedback can diminish its effectiveness; for instance, misappropriating the terms “please” and “thank you” might end up being meaningless to a person. Receiving positive feedback seldom on the other side, promotes self-doubt and experiencing inadequacy, which also has the potential to compel anybody to stop appreciating; it really is essential for the teacher to achieve the balance across those notions to guarantee all requirements are addressed. Over millennia, people’s behaviour has indeed been researched, resulting to the belief that perhaps a newborn is regarded as a blank page. Its brain would then be completely formed throughout the child’s own personal life experience Human conduct is influenced by environmental occurrences, which reinforce the circumstances for characteristics to arise at varied frequencies.
The motivational approach to implementing and the proper implementation of the behaviourist approach is a crucial tool in today’s schools. The idea may be adjusted & imparted to individuals in order to modify the manner in which their minds operate; this could induce certain actions in response to predefined stimulus; and the frequently this occurs, the greater the consequence and incentive to learning (Pritchard,2019). Behaviouristic concepts are effective because they encourage student to understand by providing favourable and unfavourable rewards; its most prevalent kind of encouragement observed in classrooms is emphasizes the value of the rewards system. It is critical for teachers to comprehend how incentive & behaviourism interact in addition to effectively apply tactics that support individuals learning in their classroom settings as well as in society. Understanding behavioural mechanisms that relate to motivations is essential; rewards and incentives may be exhibited throughout schools and adjusted in a range of methods by educators to reinforce healthy actions as students can clearly observe their conduct develop. Such a process is used to track specific behaviours, and instructors can utilise reward sheets to encourage this within classes overall. Children who exhibit positive behaviour receive a badge, and then after they accumulate a certain number of stars, the instructor delivers the pupil with a prize, like fun activities or an upgrade (Kosobud, 2017). Negative behaviour is not rewarded with stars, however, can be eased out from the lesson if fellow children observe pupils performing well and getting stars for personal sheets. This incentive plan also motivates pupils to adopt healthy behaviour patterns and practices as they are growing.
Humanistic Theory/ Humanism Approach
The behaviourist approach is a notion with which instructors can agree. Throughout all situations, incorporating this idea into schools is acceptable; the emphasis is on monitoring and assessing the behavioural patterns in the course. Compensation plans would always be suitable to utilise until the kid reaches the age of adolescence; nevertheless, maintaining that teachers offer students with bonuses and punishment when permissible is crucial in classroom contexts. Pupils typically interact in a collective context; however, the principle of operant conditioning provides an opportunity to engage simultaneously in either a group as well as in an individualistic environment (Blackman, 2017).
Humanistic approaches emphasize a person’s cognitive and psychological development by allowing them to be accountable because of everything they absorb. Settings designed toward being secure and inviting, nourish the needs of the student, laying the groundwork for a feeling of effective acquisitions. Supportive classroom spaces allow students to attain their complete capacity. Inquiry-based education emphasizes a variety of learning styles, each of which is resolving conflicts and dilemmas. It encourages students to reflect artistically, analytically, and implement choices in order to incorporate problem-solving skills into the manner a pupil wishes to study. This humanism paradigm focuses a person’s values and ideals as a person, and it encourages autonomy in students, which again is required to have influence over the processes of learning and acquisition (Winston, 2016). Learners may study and examine learning techniques, individuals can auto-identify their actions, address issues, and accept accountability for their own activities when humanism principles are applied into educational learning. This learning process of challenge-resolving is intimately related to Maslow’s Hierarchy hypothesis (Neto, 2015). This model enables teachers to concentrate on the detailed understanding of pupil-directed learning, allowing students to experience empowerment and to have authority around the understanding process in order to obtain admittance to the various stages of Maslow’s Hierarchy.
Maslow highlighted the necessity of honouring a child’s interests and ambitions, as well as offering guidance for achievement in the exploration of knowledge. He devised the stages of necessities to promote the humanistic hypothesis, which explains five major degrees of growth in physical necessities, security, integration, dignity, and individual self-realization. Maslow’s hierarchy is a levelled pyramid which could only be attained if the lowest requirements are addressed initially (Desmet & Fokkinga, 2020) . Because once individuals go hungry, those people are compelled to meet that requirement. Once it is completed, people proceed to the next feeling of protection (physiological protection), and from there to the following, and so forth.
Similarly, Carl Rogers (1902-1987) emphasized the humanist hypothesis that backed up Maslow’s investigations; Rogers emphasized the importance of classroom teachers permitting kids to voluntarily examine their own preferences and aspirations so that they can then get to be enthused more about the educational learning instead of following a stringent syllabus devised by anybody else. Through this Rogers considered that even a kid’s education could only happen to the extent that it would seem relevant to the student; therefore, in regard, the responsibility falls on the teacher in becoming an effective listener to recognize the requirements of every unique individual (Coccia, 2019). One fundamental restriction of humanist teaching is that certain instructors lack interpersonal and vocational abilities, therefore a lot many things are dictated by a syllabus, depriving students with little voice including how they study. Some youngsters are also affected.
Certain youngsters also have poor academic and cognition capabilities since their education also isn’t planned by themselves but mainly from a programme Considering its limits, humanism schooling has numerous advantages, including having a pupil focused approach. Altruistic methods in teaching prioritise pupils’ personalized education combinations in intended to aid within the formation of individuality (Acevado, 2015). The humanist approach recognizes that each human is distinctive in his very own manner, according to their particular combination of talents and limitations that distinguishes them from one another. Understanding such skills contributes to effective problem-solving methods to guarantee that individual talents would not interfere by how people connect with one another; determining parallels and contrasts with various attributes. Humanistic teaching views the professor as a conduit whose responsibility it would be to comprehend how kids want to develop. pupils are positively encouraged to see their instructors as pedagogical mentors.
Recognizing the acquisition hypotheses’ advantages and flaws will allow instructors to make educated and respectful decisions to enhance individual development and aid the students. Using humanism philosophy as an instructor benefits the educational results of students of varying capacities (Tolstova & Levasheva, 2019). Kids should have that need and the right to effectively choose the way they want to learn. they have the capacity to choose some children their way of acquiring skills and developing into a well-rounded individual. However, sometimes they are incapable of functioning owing to cognitive challenges and limitations.
This challenge seems to have the potential to damage a child ‘s development; nevertheless, conflict management as a collaboration and individually aid mostly in creation of the greatest programme fit for a kid’s educational requirements
These seem to be ideas that instructors might follow in order to provide a diversified educational experience for learners within the classroom as well as outside of the school and into the wider society. This strategy, based on Maslow’s Hierarchy, provides flexibility and adaptability to people studying in the schoolroom or in communities. Youngsters must feel encouraged and in charge of their educational journey; technique enables children to develop as individuals to choose their own educational route (Elazab & Alazab, 2015). examining and recognizing the benefits & limits of humanism philosophy may aid instructors in making informed judgments for supporting a child ’s growth and development. Using the hierarchical technique supports instructors by determining what stage every kid is on and subsequently motivating them to rise above their capabilities and optimize the numerous benefits eventually , and move up on the various levels of paradigms as a kid develops throughout their schooling.
When studying behaviourism as well as humanism, as well as their accompanying acquisition modalities, it’s indeed clear that knowing both concepts and learning methods assists instructors to be more successful in overall teaching practises. Individualistic and behavioural approaches in academics that are effective actually assist towards the formation of healthy behaviours and build up on and self-confidence within the students. Behaviourism stresses the influence of contextual surroundings in affecting conduct; it is obvious that youngsters need training and supervision to accomplish positive behaviours; this may be taught by rewarding achievement and commendation. Supervisors who model appropriate behaviours and provide chances for achievement can help to transition out the undesirable and detrimental behaviours. Several advantages of applying these theories in the classroom involve pupils being so much more willing to study and build a solid foundation for themselves and a strong individual who is focused and driven into achieving the best, as a result of getting reinforcements, and youngsters becoming encouraged by feedback mechanisms and appreciation (Bakken, brown & downing, 2017).
Humanist theory prioritizes kids learning, allowing kids to choose how they would really like to study and providing a chance to find talents and recognise deficiencies, whereby individuals then utilise dilemmas and conflict resolving techniques to surmount educational hurdles. The limits of utilising concepts in teaching involve instructors who do not strictly adhere to coursework because they lacked the interpersonal or organisational abilities required to establish a humanist atmosphere. Youngsters may indeed struggle with developmental capabilities, making it extremely difficult for teachers to accommodate to kids’ specific requirements and training styles.
In summation, both concepts and modalities presented are useful to administrators in their teaching practises and pedagogical approaches and to learners in the group, which could also contribute to a ‘desire’ to acquire and construct awareness of how one should communicate. Humanism creates beneficial behavioural patterns in academic settings, combining both of the two concepts. Those ideas complement each other because behaviourism focuses on the behaviours that individuals generate, whereas humanism concentrates on individual personal learning in its entirety.
References:
Acevedo, A. (2018). A personalistic appraisal of Maslow’s needs theory of motivation: From “humanistic” psychology to integral humanism. Journal of Business Ethics, 148(4), 741-763.
Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of research in Childhood Education, 31(2), 255-269.https://doi.org/10.1080/02568543.2016.1273285
Blackman, D. (2017). Operant conditioning: an experimental analysis of behaviour. Routledge. https://doi.org/10.4324/9781315083735
Clark, K. R. (2018). Learning theories: behaviourism. Radiologic technology, 90(2), 172-175. Clark, K. R. (2018). Learning theories: behaviorism. Radiologic technology, 90(2), 172-175.
Coccia, M. (2019). Theories of development. Global Encyclopedia of Public Administration, Public Policy, and Governance, 1-7. https://d1wqtxts1xzle7.cloudfront.net/59765121/2019._Encyc._Theories_of_development_Coccia20190617-121525-1pxx91e-with-cover-page-v2.pdf?Expires=1651122186&Signature=fNzDWZmcS~p0Ep6OQprO0JHw56qgcY49ocwGZm5st9gfrZ8hCcq6uCTrVNghpkVdg1ESHwBXtqBRjYAUUUDKE5vdbrYp78Mvh0Jac9flKW9~ctygaR4q9cyyA5QyJwF7K264mL7VfZ6y3LVY3vnnIyT6~AAR8lyuEF58wrMx4EQ0oFVQVEAzaZ8oxshGMkneLmv7983CcJKTqgaJqXwTMfkgXMFPlo8gb0Mv842JWMuMWWHUatZSeKbIxuucEi6pP5otaOOlxJ4DNYvyxnRDHtoSgk6S5QN6Kp2CDG-FPMy7OHLdxNsiHxxGgcP1VYxGS6GOZcvDy4FXnMmPy2Aq1g__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Desmet, P., & Fokkinga, S. (2020). Beyond Maslow’s pyramid: introducing a typology of thirteen fundamental needs for human-centered design. Multimodal technologies and interaction, 4(3), 38. file:///C:/Users/sivap/Downloads/mti-04-00038.pdf
Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7), 1-18. doi/abs/10.3316/aeipt.213242
Elango, S., García, J. L., Heckman, J. J., & Hojman, A. (2015). Early childhood education. In Economics of Means-Tested Transfer Programs in the United States, Volume 2 (pp. 235-297). University of Chicago Press. https://www.nber.org/system/files/chapters/c13489/c13489.pdf
Elazab, S., & Alazab, M. (2015, October). The effectiveness of the flipped classroom in higher education. In 2015 Fifth International Conference on e-Learning (econf) (pp. 207-211). IEEE. https://www.researchgate.net/profile/Samia-Elazab-4/publication/305092374_The_Effectiveness_of_the_Flipped_Classroom_in_Higher_Education/links/5eea90de299bf1faac5e97fd/The-Effectiveness-of-the-Flipped-Classroom-in-Higher-Education.pdf
Essa, E. L., & Burnham, M. M. (2019). Introduction to early childhood education. Sage Publications.
file:///C:/Users/sivap/Downloads/LEARNWays_of_learning__learning_theories%20(1).pdf
https://books.google.co.in/books?hl=en&lr=&id=FBd7DwAAQBAJ&oi=fnd&pg=PP1&dq=early+childhood+education&ots=rfwGloBEyI&sig=XrhjBQiMYnnb2KzKlnHQCGcG8lk&redir_esc=y#v=onepage&q=early%20childhood%20education&f=false
https://link.springer.com/article/10.1007/s10551-015-2970-0
Kosobud, A. L. (2017). Are They on the Same Path: Classroom Reward Systems from the Teacher and Parent Perspectives (Doctoral dissertation, Trinity Christian College). https://www.proquest.com/openview/3ebac9c5ff4e8f3ec6fd585e71b0d1bd/1?pq-origsite=gscholar&cbl=18750
Neto, M. (2015). Educational motivation meets Maslow: Self-actualisation as contextual driver. Journal of Student Engagement: Education Matters, 5(1), 18-27. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1037&context=jseem
Pritchard, A. (2017). Ways of learning: Learning theories for the classroom. Routledge.
Ryan, R., Bradshaw, E., Deci, E., Sternberg, R., & Pickren, W. (2019). A history of human motivation theories. The Cambridge handbook of the intellectual history of psychology. Cambridge University Press Cambridge, UK. https://selfdeterminationtheory.org/wp-content/uploads/2019/07/2019_RyanBradshawDeci_HistoryOfMotivationTheories.pdf
Tolstova, O., & Levasheva, Y. (2019). Humanistic trend in education in a global context. In SHS Web of Conferences (Vol. 69, p. 00121). EDP Sciences. https://doi.org/10.1051/shsconf/20196900121
Winston, C. N. (2016). An existential-humanistic-positive theory of human motivation. The Humanistic Psychologist, 44(2), 142. https://doi.org/10.1037/hum0000028
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
