The Importance Of Language Barrier And Cultural...

The Importance Of Language Barrier And Cultural...
Language barrier and cultural differences have strong impact on students' academic learning. Teachers need to be aware and
address those differences in order to provide students an environment to explore learning. Since we are living within a society, it
is essential for students to learn how to collaborate within groups (Vygotsky, 1978). In order to help students achieve academic
success in a diverse society, teachers need to respect the differences and incorporate both cognitive and social constructivist
theories to meet students' developmental learning needs.
Cognitive constructivist theories state that learning is a process that occurs when a learner adds new knowledge to his/her
preexisting knowledge. It acknowledges that students have a pre–existing knowledge base. Through the process of learning,
students are applying their individual values, identities, self–concept, and knowledge into learning new information. Therefore,
effective learning can take place when educators focus on helping learners relate new knowledge to their preexisting knowledge
(Woolfolk, 2015). Cognitive constructivists believe that learning occurs when educators allow learners to experience new things
and let them reflect on those experiences so that they can relate them to their preexisting knowledge or skills. In essence,
students construct knowledge when derive meaning from new experiences by relating them to their previous experiences
(Wijayanti, 2013). Constructivism acknowledges that
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Knowledge and Understanding in the Teaching of English
Knowledge and Understanding in the Teaching of English Lev Vygotsky developed "Social Constructivist "theory, which
outlines the importance of social context for cognitive development. Vygotsky theory benefits children's literacy learning as
children develop skills through the use of encouragement from an experienced educator or from their peers. Research has shown
that as a result of Vygotsky's social constructivist theory, early years literacy learning practices and student learning has been
enhanced. Not only does "Social Constructivist" theory focus on constructing knowledge but also promotes social and
communication skills (oral language). This theory appealed to me because I believe Vygotsky's theory was very relevant to the
way I learnt English at school. The "zone of proximal" theory is a very effective means of achieving skills for the learner at
school. I used this concept when developing a new skill by interacting with my peers and learning from them. I believe that
when I was actively involved in my learning, I was able to retain and develop my skills quicker and more effectively. Many
theorists believe that Vygotsky's theory is a very effective way to develop cognitive development and I strongly agree and
believe that children today will learn more effectively through this theory's approach. Annotated Bibliographies: (1) Bruce L.
Mallory and Rebecca S. New (January 1, 1994) Social Constructivist Theory and Principles of

Social Relationships Of A Teacher 's Environment
Additionally, secret stories have the ability to generate change in mandates by showing a better way to do things, thus creating
change in cover stories as mandate compliance changes. This situation displays the positive use of teacher stories as they are
used to change top down mandates and initiatives.
Teacher stories are often told through narratives. Narratives establish meaning to the teacher story and provide answers about
teacher identity. The use of narratives also serves as a conduit for the delivery of teacher knowledge in their content area
(Kratka, 2015). According to (Linde, 2001), stories can be used to illustrate immeasurable knowledge that exists within the
social relationships of a teacher's environment. Narratives focus on knowledge created by the experiences that develop a
teacher's personal story. Therefore, we must pay close attention to the daily experiences that dictate our future if we are to gain
true understanding of who we are (Clandinin, 2007). Understanding how teacher stories are established requires us to recognize
that the process is constantly changing to meet the demands of the professional environment the teacher is exposed to. The
teacher story will undergo many changes as new knowledge and experience is added to the narrative (Huberman, 1993). While
the narratives a teacher tells are meant to convince others of the teacher's competence, they must also convince the teacher of
their own self worth in order to build positive

Constructivist Approaches to Acquiring Knowledge
The process of learning and acquiring knowledge is a very interesting and complex task. The constructivist approach of learning
was first expressed by Dewey (1936) in the early 20th century. Dewey has identified a progressive model based on philosophy
Rousseau's writing and on psychological knowledge. Piaget, J. (1973) study in early adolescent's psychological development of
discover, or reconstruct by rediscovery, Bruner's (1973) theory of indicating learning as a social process which comprised of
various interactions to knowledge gain and many researchers (Montessori (1946); Kolb & Fry (1975); etc) have seen embarked
on Dewey's initial constructivism and discover it as one of the best teaching to be used in education. Physical educators ... Show
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The author had proven that a constructivist classroom produces more learning than the traditional classroom.
An excellent study of applying constructivist theory by Banet and Ayuso (2003) have shown that a more in–depth study of the
students' interest and an ongoing analysis of the classroom setting is useful to increase the students 'understanding and results.
They explored classroom atmosphere and implemented teaching approaches that allow students' feedback and deepen their
knowledge. This study also mentioned that the traditional constructs of the students' knowledge, cognitive abilities, and the
stages of cognitive development were unable to solve the problems. As compared to traditional learning, students will acquire a
more comprehensive knowledge of the subject.
However, many educators have misunderstood the concept of constructivist teaching (Baviskar et al, 2009). In Huffman et al
(2003) studies, technology was engaged as a useful constructivist tool to assist teachers to create a constructivist learning
environment. However, confounding factors found in the study for example, the step by step instructions interaction between the
teacher, students and the technology did not create any new learning or knowledge for the students. Baviskar et al (2009)
highlighted that by using group works in the classroom as a constructivist educational tool, may not necessarily be constructivist

Common Values Of Ethics In The Code Of Conduct
Part C
The code of professional conduct 'serves as a guiding compass' with common values to promote professional teacher practice
and to act as a moral guide of respect and dignity. (The Teaching Council, 2012). Higgins (2011) states that each individual
holds a different view of what ethical morals and practice is and dialogue can conflict with what constitutes a moral guide to
ethical practice. (Higgins, 2011). Higgins also believes that embracing human nourishing while also being self–full is necessary
to adopt as a professional. Teachers as professionals must see teaching as an altruistic profession and recognise the internal
goods that come from their own human flourishing. Teaching as a profession is to be 'devoted to something beyond ... Show
Teachers that are well established in their careers are used to the traditional methods of teaching and fear to adopt new methods
of teaching which see the child as 'an empty vessel' in which the teacher must fill the student with their own knowledge.
(McCarthy, 2006, page 27). Constructivist learning requires a considerable amount of responsibility and effective classroom
management from the class teacher. For constructivist learning to take place effectively, it depends on how we as teachers
engage with the students and by providing enough learning opportunities for effective learning outcomes. (McCarthy, 2006).
Constructivist learning requires time and effective planning to have a successful outcome. There are many advantages to using
constructivist pedagogy in the classroom. Constructivist learning allows the child to construct his or her own knowledge rather
than just simply being told their knowledge. Teachers can encourage constructivist learning through the use of thought
provoking questions to promote critical thinking and for children to 'become problem solvers and perhaps, more important
problem finders.' (Brook,1999, page 103). Using constructivist methods in the classroom is useful as the children can enjoy the
learning experience and learn much more as they are actively involved in constructing their own knowledge. (Thirteen

Example Of Constructivist Teaching Approach
Constructivist teaching method
Constructivism is mainly a theory created on perception and logical study, about how individual learn. It says that individuals
develop their own comprehension and information of the world, through encountering things and considering those encounters.
Constructivism is a theory on realizing, which recommends that individuals get learning by encountering things and in
conjunction with information that they as of now have, "develop" their own comprehension of these things (Piaget, 2016).
Constructivism encourages the learner to be active regarding how they learn, take information and concluding it to their
understanding instead of being a passive learner (Piaget, 2016).
Examples of constructivist teaching method ... Show more content on Helpwriting.net ...
Adapted from: Gray, A. (1997). Constructivist Teaching and Learning. Retrieved November 27,
2016,fromSSTAResearchCentre:http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/Instruction/97–
07.htm#Constructivist Teaching Involves Negotiation
Goals
Jonassen (1991) proposes that creating a constructivist–learning environment as an important part of constructivist teaching
technique. He also finds the following goals and suggests that the goals may take one of several forms, from least to most
complex:
To resolve a question or an problem
To conduct a case study
To get involved with a long–term Project
Continuous participation with a Problem (numerous cases and activities coordinated at the educational modules level)
Based on these goals the learning activities can be framed in a way that students revolve around working on a problem, a case or
a project.
Principles
 Learning is an active process in which learning takes place when student try to construct the meaning.
 To develop intellectually students have to do critical activities such as physical activities, hands–on experience necessary for

Characterism In Our Twisted Hero, By Yi Munyol
Twisted Hero Essay Terrorism, one of the most twisted causes in the world, is seen as heroic to a some people. And when
considering cultural ways of viewing heros, we generally put them on the highest pedestals for what they do. They are seen as
admirable and an image people strive to be. But, a twisted hero is not some who is put on that pedestal. They are not admired
and look upon as great. By definition twisted means unpleasantly, or unhealthily abnormal. Also, if you just think about it,
twisted is something grotesque in nature and not desired upon being. Therefore, a twisted hero is someone who although they
use unconventional and undesirable methods to advance a cause, but by the fruit of their actions they are heroic. When looking
at the book Our Twisted Hero, by Yi Munyol, he presents a number of different characters within a classroom setting to be a
twisted hero. Within the story the twisted hero is the 6th grade teacher, who broke up Om's rule over the class. He did this by
beating the class into submission saying "I wouldn't have laid a hand on you unless absolutely necessary"(Munyol 95). This
shows how the teacher used an unorthodox and harsh method to produce his results. He explains how he was disappointed in
them and how they so easily gave in. He did the unpopular thing. He stood up to Om and beat that class into submission. This
example ties back into how a twisted hero is not someone desired upon being for being and using objectionable standards,

My Writing Philosophy Research Paper
My Writing Philosophy
To succeed as an elementary school teacher, I need each one of my students to succeed. When I first decided to become an
educator, I had it in my mind that reading was the backbone of the classroom. However, after this semester, I have learned
writing is every bit as important as reading. "Classroom teachers as well as writing researchers have discovered that even young
children communicate through writing, and that hey begin writing as they're learning to read or even before they can read."
(Tompkins, 2012 p. 4). In order to succeed as a writing teacher, I will need to identify and define good writing instruction, set
student learning goals, choose effective teaching methods and use effective measures of learning. ... Show more content on
Helpwriting.net ...
The ability to diagram a sentence does not make a good writer. There are many students capable of identifying every part of
speech who are barely able to produce a piece of prose." (College Entrance, 2003 p. 16). Grammar and writing are not one in the
same, and the previous statement tells me that writing instruction needs improvement in today's classrooms. I firmly believe
time is of most importance when it comes to good writing. It's crucial that appropriate time is carved out of every day for
writing. I think it's important to make writing cross–curricular; this can be very time consuming, but allowing students to see the
value of writing in every subject will be beneficial to their future. During designated writing time, I want to incorporate all five
of the developmental stages of the writing process. When a student can pre–write, write, revise, edit and publish their work, they
are building a strong foundation of their writing

Examples Of Constructivist Teaching Method
Constructivist teaching method
Constructivism is mainly a theory created on perception and logical study, about how individual learn. It says that individuals
develop their own comprehension and information of the world, through encountering things and considering those encounters.
Constructivism is a theory on realizing, which recommends that individuals get learning by encountering things and in
conjunction with information that they as of now have, "develop" their own comprehension of these things (Piaget, 2016).
Constructivism encourages the learner to be active regarding how they learn, take information and concluding it to their
understanding instead of being a passive learner (Piaget, 2016).
Examples of constructivist teaching method
In constructivist teaching the ... Show more content on Helpwriting.net ...
This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist
teaching methods.
Problem–Based Learning: students are provided with a general scenario and they examine all aspects it and come up with ideas,
opinions and solutions
Adapted from: Gray, A. (1997). Constructivist Teaching and Learning. Retrieved November 27, 2016, from SSTA Research
Centre: http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/Instruction/97–07.htm#Constructivist
Teaching Involves Negotiation
Goals
Jonassen (1991) proposes that creating a constructivist–learning environment as an essential part of constructivist teaching
method. He also identifies the following goals and suggests that the goals may take one of several forms, from least to most
complex:
To solve a question or an issue
To conduct a case study
To get involved with a long–term Project
Continuous involvement with a Problem (multiple cases and projects integrated at the curriculum level)
Based on these goals the learning activities can be framed in a way that students revolve around working on a problem, a case or
a project.

Comparison Of Two Major Learning Theories
Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been
a multitude of learning theories established over the centuries. To this day new theories are developed and traditional theories
continue to be developed and expanded upon. (Swinburne Online, 2016) This paper will draw on information to explore the
definitions and features of the learning theories constructivism and behaviourism. Whilst exploring the solid benefits for
learning and the learner and then moving onto the challenges and restrictions of both theories will be considered. Examining the
distinctive aspects of the theories, this paper will conclude whether one theory or the blend of both theories is best when
addressing the intricacies of an individual's education.
This paper will critically examine the two major learning theories; constructivism and behaviourism. These are theories that
have been contributed to by many theorists across several hundred years. Pavlov, Watson, Watson and Rayner, Thorndike,
Skinner and Bandura have shaped behaviourism. Piaget, Dewey, Vygotsky and Bruner have adjusted constructivism theory.
"Behaviorism is predominantly concerned with evident and measurable aspects of human behavior. In defining behaviour,
behaviourist–learning theories emphasise changes in behavior that result from stimulus–response links made by the learner.
Behaviour is directed by stimuli. An individual selects one response instead

Sociocultural Approaches And The Construction Of Knowledge
"Sociocultural approaches emphasize the interdependence and individual processes in the construction of knowledge".(John–
Steiner,V and Mahn,H 1996).The real understanding of constructivism is only paying much attention on the learners' previous
experience and background knowledge .It maintains that individuals create or construct their own new understandings or
knowledge through the interaction of what they already believe and the ideas,events,and activities with which they come into
contact.(Faculty, E. 2012).In this essay,the constructivist approaches are based on the Plaget and the sociocultural approaches are
based on the Vygotskian. "Sociocultural approaches to learning and developing were first systematized and applied by ... Show
Next,the constructivist approaches are a two–way construction,its construction is the process of interaction between the subject
and the object,also known as the "two–way construction concept".The constructivist approaches argue that the process of human
construction has,on the other hand,produced the generalized physical knowledge is the result of the construction
process.Differently,the process of the construction of sociocultural approaches are in the process of consultation and
continuation and revision of others,and was constructed under the influence of culture and society at that time.The construction
process emphasizes activity practice,cultural intermediary and social source. The fourth ,constructivism approaches do not take
into account the role of social and cultural

My Philosophy of a Constructivist Mathematics Education
At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that
can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering students'
mathematical experiences that fundamentally stems from a Piagetian genetic epistemological constructivist model that allow
students to scaffold their learning through cognitive processes that are facilitated by teaching in a resource rich and collaborative
environment (Thompson, 1994, p.69).
The student
Constructivist learning in mathematics should endeavour to encourage students to "construct their own mathematical knowledge
through social interaction and meaningful activities ... Show more content on Helpwriting.net ...
A skilled teacher will also construct an appropriate classroom environment where students openly discuss, reflect on and make
sense of tasks set before them (Clements et al, 1990). Through pedagogical constructivism (Noddings, 1990, p.14) I believe that
in order to teach well, "we need to know what our students are thinking, how they produce the chain of little marks we see on
their papers, and what they can do (or want to do) with the material we present to them (Noddings, 1990, p.15)." Through
pedagogical constructivism, teacher should warrant the use of more effective diagnostic tools, such as understanding ways of
thinking, methodical errors and misconceptions (Noddings, 1990, p.15). This is achieved by using an array of effective teaching
strategies.
Justified Learning & teaching strategies to develop understanding
It is important to note that a student's view of a subject is founded upon the experiences in which he/she is immersed in and this
subsequently forms their expectations of mathematics (Knowles, 2009, p.29). The strategies that teachera employ should be both
challenging but achievable and furthermore within Vygotsky's zone of proximal development (ZPD).
"Realting is the most powerful contextual teaching strategy and is at the heart of constructivism (Crawford et al, 1999, p. 34)."
This is where students draw on their own life experiences and use their prior knowledge to address a problem or question at
hand. It is

The Courage To Be A Constructivist Analysis
Constructivism powerfully informs educational practice (Brooks, 2003). Constructivism promotes active problem solving,
customized teaching strategies, and integrates assessments throughout the learning process so that students are involved in
assessing their own progress (Constructivism, 2011). The constructivist theory is not, however, universally accepted; some say
that objectivism, rather than constructivism is far more reasonable in its implementation (Carson, 2005). This paper will attempt
to analyze ––––––––––––––––––––––––
The Courage to be a Constructivist
In The Courage to be a Constructivist, Brooks and Brooks create a juxtaposition between constructivist teaching and high–stakes
test teaching. The focus on high–stakes instruction ... Show more content on Helpwriting.net ...
In terms of teacher readiness, the lack of commonality and disagreements are attributed to the unsuccessfulness of education
reform. Teaching will only become a true profession when education can be pinned down to a science (Elkind, 2004). As such,
teacher training must be reformed before an institution can be reformed. Curricular readiness is another domain that Elkind
describes is as insufficient to support constructivist reform. Teachers must understand and match a child's learning ability and
their current understanding to the curriculum in order for a child to successfully acquire the desired knowledge (Elkind, 2004).
Societal readiness is the third domain that Elkind addresses. Educational reform must be reflected by a broad social consensus in
order for it to be successfully implemented (Elkind, 2004). Effective and fair policies should be implemented to ensure quality
education. The field of education should be an environment where teacher, curricula, and social readiness is in place to ensure
constructivism can prosper.
According to Elkind (2004), technological advances will likely provide more change than the conflicting ideas in educational
philosophy. What began with typewriters and calculators has graduated to e–mail, Blackboard, PowerPoint, and many other
programs which distribute information. With all of the advances that are readily accessible today, the field of education

Why Is A Dog Stand By Command?
Why is my dog not learning to stand by command?
One of the joys of having a dog is that you can teach him cool tricks – "sit", "lie down", "jump", etc. But it's easier said than
done, right?
Sometimes even a simple command like stand turns into a challenge for first–time dog owners. If that's the case with you, read
on to find the answer to your problem.
Let me begin by saying that while "stand" might seem like a useless command, you couldn't be further away from the truth.
"Stand" is useful when you have to trim your dog's nails, wipe his muddy paws, or when he has to be still while the veterinarian
is checking him out.
So, the million dollar question is why the dog is not learning to stand by command. No, the problem is not your dog, but ...
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The procedure is the same describe in step one, but your hand is empty this time. If your dog stands, immediately give him a
treat and praise him. If he doesn't, encourage him verbally. Once the dog has perfected this action, you can continue.
4. Step four – introduce the command "stand"
Your dog is ready to learn the word "stand". Here's how it goes –say "stand", use the hand gesture that your dog is already
familiar with, and praise the dog when he responds correctly. Eventually, your dog will get the hang out of it and connect the
word "stand" with the action "stand" and the treat.
5. Step five – drop the hand signal
After the dog has mastered the previous step, it's time to drop the hand single and rely only on the verbal command. In most
cases, the dog will do it right because now he understands what "stand" means. But if he doesn't, go back and practice step four
until the dog gets it.
As you can see, it's not so complicated to teach a dog to stand by command. But it requires time, patience, and consistency.
Don't force the matter, be gentle, friendly and follow the steps above and in no time your dog will learn to stand by command.
How did you teach your dog to stand by command? Was it difficult? Share your tips in the

In support of the constructivist theory of education for...
Educational philosophies differ from person to person. From behaviorist to constructivist and everything in between, the one
thing they have in common is that they attempt to explain how people learn. This paper will explain why I tend to lean toward
the constructivist theory of education and defend this theory using a variety of current literature. It is important to note that the
theories that are talked about as educational theories are often looked at as both theories of teaching and learning; however most
of these theories are not theories of teaching but rather learning (Baviskar, Hartle, Whitney, 2009). This may be especially true
for constructivism where there can be a common misunderstanding of what constructivism actually is ... Show more content on
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The ability to critically think is vital for athletic trainers who must make difficult medical decisions in extremely short periods of
time. Teaching critical thinking skills starts early as students are introduced to athletic training and evidence based practice in
athletic training. The students are asked to critically evaluate scholarly journal articles and use their research to create poster
presentations on topics of their choosing (with direction from their instructor guide). During this project the students receive
instruction on how to differentiate valid scholarly research from research that may not be as accurate or reliable. This helps them
to learn critical thinking skills that will be valuable to them in the future. In addition to these types of problems, constructivist
learning theory advocates the use of real world problems in the classroom. The ability to solve real world problems helps them
to obtain the critical thinking skills necessary to succeed as an athletic trainer. Athletic trainers must also be able to collaborate
with a variety of other individuals including athletes, coaches, physicians, and a number of other health care professionals in
order to provide the best care for their athletes. This collaboration often takes place with the athletic trainer

Developing A Strong Classroom Management Style
There are many factors that affects a student 's ability to learn and achieve. Classroom management plays a major role in the
effectiveness of education and paves the way for the teacher to engage students in learning. Classroom management creates a set
of expectations, routines, rules, and consequences. Through my experience at Olson Elementary, I have had the privilege of
observing Ms. Mason, her students, and how she addresses classroom management. Every teacher has their own approach on
classroom management, but essentially instills and models and principles of instills the goals and structure that meet the needs of
their students.
A key factor in developing a strong classroom management style is having engaging instruction. Ms. Mason creates a motivating
environment by using a variety of teaching methods and tools. She uses a document camera and projector to display teaching
lessons to the class. She does assignments with the students, which engages the students and allows them to move at a pace that
better suits them. She also incorporates the use of videos, current events, and different activity stations. She also has a
compelling nature about her when speaks and interacts with her students; she is animated, sincere, and captivating. In my future
classroom I would also use different teaching methods because students have different learning styles. I would incorporate more
kinesthetic and hands–on learning activities. I would want to emphasize Ron Clark's approach

The Use Of Technology In Teaching
"Teachers need to seek ways of using technology as a learning tool for their students even if they do not master the technology
and cannot act as an expert" (Raihan & Lock, 2012, p. 25). The utilization of technologies has notably changed the English
teaching methods. "Technology provides so many options as making teaching interesting and also making teaching more
productive in terms of improvement" (Patel, 2013, p.116). In traditional classrooms, teachers usually stand in front of students
and give lectures and also give explanations and instructions by using the chalkboard or the whiteboard. As stated by Joshi
(2012:34), these techniques need slightly to be modified regarding with the development of the technology.
The use of technology–based texts in classroom helps student to become increasingly familiar with academic vocabulary and
language structure. The use of print, film and the internet give students chance to accumulate information and acquaint them
with different materials for exploration and translation of both language and context. The use of the internet can make the
benefit of increased student motivation. "Internet presents students a wide range of collection of English language texts in many
discipline departments" (Joshi, 2012, p.34). Furthermore, use of film in teaching can help learners to comprehend the topic with
energy and build up their knowledge. At times, instructors attempt to help their learners to gain from and about technologies, but
overlook

Embedded Blended Learning Within An Algebra Classroom : A...
Annotated Bibliography Smith, J., & Suzuki, S. (2015). Embedded blended learning within an Algebra classroom: a multimedia
capture experiment. Journal Of Computer Assisted Learning, 31(2), 133–147. doi:10.1111/jcal.12083. Retrieved from
https://wgu.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true& This article was published in the
Journal of computer Assisted Learning. This is a peer–reviewed, scholarly journal that focuses on the multiple applications of
information and communication technology in order to support learning and knowledge sharing. The article is based on a
dissertation by the first author that was submitted to St. Mary's College of California. The article employs the term "quasi–
experimental study", to describe the research method, however this study applies mixed methods research in a small, action
research type setting. The purpose was to determine whether student engagement and academic performance would improve if
multimedia content was embedded into instruction. The study comprised of two Algebra II classes, taught by the same teacher,
in the same high school, to 9th through 12th grade, randomly selected, students. One academic unit was taught over a four–week
period, using identical content. The teacher utilized screen recording software to develop video lectures for the test class. The
control class only received direct instruction from the teacher. Pre–tests administered at the start of the study and post–tests
administered

Bigg's Misconceptions
Let me point out a few common misconceptions that you might create while conceptualising your own version of Bigg's ideas.
'Surface' and 'deep' are characteristics of the approaches that students might make, not characteristics of the students themselves.
The three learning theories I want to discuss are Constructivist, Humanist and Congnitivism.
According to constructivist theorists it is important that students do not have misconceptions before they start to learn a new
concept. Teachers should identify the students current understanding and ideas in order to construct new meaning. This can be
done, for example, by giving a quiz as an introduction to a new subject, by group discussion, by giving activities after presenting
new ... Show more content on Helpwriting.net ...
The humanist learning theory (also known as self–directed learning) increases curiosity and encourages students to take
responsibility for their own development and learning. It can be applied by establishing a warm, positive class atmosphere where
each student believes they can learn what you want them to learn. It is important for the teacher to help students feel positive
about themselves.
I would do this in my teaching by giving lots of praise to students, particularly students that have a problem with confidence and
are participating in tasks and activities outside of their comfort zone. I would try to create an atmosphere where there is no
judgement from other students, where students are encouraged to think for themselves and discuss their findings – not saying
that answers are right or wrong but considering why they have come to their conclusions, if there might be other ways to
approach the question and if different answers might be found. Once the students are comfortable and confident in the
environment and in what they are doing then they can be stretched and challenged. In this learning theory it is also important
that the studetns are given some control over their own learning, so they should be given options about what to learn and how to
learn.
In cognitivism the focus is on the students and how they gain and organise their knowledge. Petty (2009, page 104) suggests that
cognitivists argue that learners

Child Centered Vs Standards Driven : The Case For...
Child–centered versus Standards–driven: The Case for Constructivist Teaching
Jacob Daniel
EG 5023
July 24, 2014
Dr. Carrie Abood
Child–centered versus Standards–driven: The Case for Constructivist Teaching The educational philosophy of teachers
significantly impacts an educator's teaching style, and thus greatly impacts student learning. The philosophy of an educator
affects the way they prepare for their classes, and essentially it aids in the formation of his or her teaching methodologies. In the
United States, standards–driven learning has traditionally involved having students repeat newly presented information in
reports or on tests. Child–centered teaching practices, in contrast, help students internalize, or transform, new information. If the
goals of teaching school subjects are to be successfully accomplished, teachers of different subject areas should transform
students' engagement in subject matters from rote recall and comprehension to more meaningful analysis, synthesis, application,
and evaluation via child–centered teaching models and methods. Child–centered teaching methods are primarily influenced by
the philosophy of constructivism. Rooted in the field of cognitive science, constructivist pedagogy is especially informed by the
ideas of John Dewey and William James; the later work of Jean Piaget; and the sociohistorical work of Lev Vygotsky and
Jerome Bruner. Brooks and Brooks (1993) describe both the constructivist pedagogy and the

Constructivist Learning Theory Essay
The very first thing one must know about the constructivist theory of learning is the premise that learners arrive at learning
situations with prior knowledge and proceed to take and active part in building new knowledge upon that prior knowledge as
they experience new things and reflect on those collected experiences (Learning Theories Knowledgebase, 2012). This theory
directly contradicts the behaviorist learning theory in which learners are believed to arrive at learning situations with "clean
slates" of understanding. From a behaviorist's perspective, people learn because as they respond to negative and positive stimuli
in their environment (Learning Theories Knowledgebase, 2012). While that may change observable behavior ... Show more
content on Helpwriting.net ...
The purpose of a constructivist education, therefore, is to facilitate the process for learners in constructing their understanding.
Constructivist learning "fosters critical thinking and creates active and motivated learners," according to McClurg (2009). The
educational emphasis is not on delivering knowledge nor organizing that knowledge in a prescriptive system, but rather on
teaching students how to build their own understanding within meaningful contexts for lasting effect (Learning Theories
Knowledgebase, 2012).
Lev Vygotsky is one of the earliest proponents of a constructivist learning theory. Although he only lived through the early
1930s, his work was largely unknown in the West until the 1960s (Learning Theories Knowledgebase, 2012). His significant
contributions to constructivist learning theory include three important distinctions. First, he purports in Mind and Society: the
development of higher mental process (1978) that "social interaction between people plays the first fundamental role in the
process of cognitive development" (explained in the Learning Theories Knowledgebase, 2012). This means we first learn by
watching others and discussing new information with others, only then do we attempt to use our own cognitive systems for
storing that new knowledge individually. "Vygotsky focused on the connections between

Extrinsic Motivation: A Case Study
I went to primary school in the early 1980's; I had a very typical education for the time, Maths, English, Science, with hefty
doses of fear, in the form of the threat of corporal punishment. We sat in rows, no talking, no sharing of ideas just copying from
the black board into our books; these days it would be termed a behaviorist model of teaching. My classmates, those who didn't
fit the norm, had a very lonely, isolated experience; in some cases I know the experience frightened them off learning forever.
When I began my study I knew that there must be a better way to teach all students, and I am very glad to say there is;
Groundwater –Smith, Ewing and Le Cornu (2007) state, " for education to transcend mere schooling it requires that ... Show
Motivation is an extremely important element of proactive and positive classroom management, used properly effective teachers
minimise the need for authoritarian behaviour management, while still achieving quality–learning outcomes. There are a number
of motivational categories, intrinsic and extrinsic, achievement and achievement and attribution theory. Intrinsic motivation
relates to a student's motivation that has no 'external reward', the student is simply motivated by "needs, interests, curiosity and
enjoyment"; using extrinsic motivation a student would receive some type of reward or benefit for achievement, such a being
able to have lunch early (Marsh, 2008, p.34). Achievement motivation relates to the cultural and family motives that influence,
"high or low levels of achievement motivation" (Marsh, p.37). Attribution and social motivation are used to explain the
achievement motivation.
Marsh (2008) states, "motivation is a very important force that affects and directs our behaviour. As a consequence it is a vital
factor for teachers to understand and to apply in their teaching" (p.46). The question however is which motivation will you use
and how? It would be nice to think that your classes will all be intrinsically motivated, but this may not always be the case; how
will extrinsic rewards fit with my future classroom model? (Groundwater–Smith et al, 2006). As an answer to this, Marsh states
that teachers need to employ a trial and error approach to

Stanley Fish 's Article Stepping On Jesus
Stanley Fish's article Stepping On Jesus, talks about the idea of a higher power and how some will defy higher authorities in
order to respect their values. While not everyone believes in a higher power, many will show signs of respect, Fish does not
idolize these students. Throughout the article, Fish states many different points and beliefs on what is right and the different
teaching methods. Fish sticks up for these teaching methods and not the students. However, the students should be the ones
getting stuck up for. In Fish's article in the New York Times, he aims to show both sides of the controversial assignments given
to students. These assignments aim for the belief and strong views that students hold. They start discussions and many students
even refuse to complete them due to their insensitivity to their beliefs. Fish tries to persuade the readers that when something
attacks someone's personal belief, they tend to react and fight for what they think is right. Fish also shows both sides of the
arguments by talking about how the assignments are uneasy. Furthermore, how the professors do not mean to attack anyone they
simply want to engage students in controversial topics and allow students who do deny the assignments to reaffirm their faith.
Fish uses various examples in order to get his point across to the readers. For Fish's first example, and also his biggest one, he
talks about the student who refused to perform the assignment of writing Jesus's name on a piece

Disadvantages Of Maritime English
Maritime English (ME) should not be taught from the initial stage of the learners. After learners have achieved a minimum level
of proficiency, ME should be taught. Native as well non–native learning approaches have to be adopted which means that the
learners will learn the language not only at the institution but they have to develop it all throughout their life. Shen and Wang
(2011) say that the traditional teaching methods are not suitable for modern maritime needs. So, the learners are to be taught
shipping terminologies, safety communication, and technical marine English with new innovative teaching methods. Along with
the terminologies, the teachers have to present new vocabulary with illustrative materials like drawing or labeling ... Show more
The maritime English teachers have to "teach locally but think globally" (Trenker, 2010). Therefore, a global teaching approach
as well as globalization of maritime institutions is needed.
ME teachers should have abundant professional maritime knowledge, develop teaching skills and arrange training. They have to
choose the textbooks which are related to the latest maritime technology and regulations. ME teachers have to meet the
requirements as set by the STCW Convention (Convention on Standards of Training, Certification and Watch Keeping for
Seafarers) by developing good syllabi, classroom materials and adopting effective teaching approaches. Kourieos, Stella (2015)
found that lectures were the least preffered means of instruction whereas classroom discussion is rated highest by the students.
Therefore, more interactive pedagogical approach is needed to be adopted by the teachers. Speaking and writing skills should be
incorporated into the curriculum. The teachers have to improve oral English teaching and bring authentic materials to the class.
Certainly there are some challenges for the teachers. One challenge that teachers mostly encounter is to keep their teaching
materials up–to–date. Finally, as learners use different strategies, the teachers have to focus on the learning strategies, modify
their teaching method and classroom materials from time to time. Learners' age, gender, personality, motivation, self–concept,
life experience and other

Constructivism
Constructivism Essay
Introduction
In the past 40 years, education has been experiencing a revaluation. The aims of education have been changed because of the
education theories, constructivism and behaviourism.
According to educational theories, we discuss and compare behaviourism and constructivism in the views of knowledge,
learning and instruction.
The purpose of this academic essay is to discuss, reflect and conclude on two main educational theories, constructivism and
behaviourism, which have been dominant in the field of learning and teaching. We will also argue these theories to reflect,
which one of these theory is the more persuasive position.
This contemporary world has defined the individual, as an active ... Show more content on Helpwriting.net ...
Whereas only in a learner–centred learning process, individuals can be an active participant and construct their own knowledge.
Constructivist concerns about learners needs, because they focus on "How do they learn?" rather than "What should they be
taught?" Thus, when an individual needs to learn for a purpose, the individual will find and learn relevant knowledge to achieve
that goal. That must be the purpose of our education system to create independent analytic mind.
Despite Richard Fox criticized that constructivist view of learning is essentially a process of making sense of the world.
(Fox,2001), I believe, we do not learn a definition and go apply it, we learn by looking at things, noticing similarities, bringing
those similarities together and exerting ourselves to make sense.
Behaviourism views instruction as the process of providing knowledge, constructivism views instruction as the process of
supporting construction of knowledge. (B. A. Bichelmeyer & Yu–chen Hsu, 1999, P.4). Constructivist education program
provides learners a creative environment that they can see the whole picture. The role of instructor is a supporter in learning
activities and helps learners to evaluate the structure of their knowledge effectively, rather than provider of knowledge. Instead
of Knowing How, Knowing Why becomes very important issue in constructivist

An Exploration of Constructivist Teaching Methods
Introduction Constructivist Learning theory suggests that learning is achieved through the active engagement of the learner
through the senses. A learner constructs his or her own knowledge through the application of background knowledge and both
new and past experience. Constructivist approaches to learning are aligned with what research suggests are the most effective
practices for promoting student learning and engagement; they are learner rather than teacher centered and they promote self
directed learning practices among students by engaging them in dialog and problem solving strategies that are relevant to real
world experiences. Three examples of constructivist teaching methods include peer teaching and learning, focus on ... Show
"In general terms the implementation of a democratic classroom and a constructivist learning environment can be thus defined:"
Instructional emphasis on knowledge construction in an environment which supports active and collaborative learning
Classroom activities that are learner centered, Socratic, authentic, individual and group centered Instructional roles that focus on
the student and that are collaborative and facilitative student roles are active, collaborative, and self monitoring. (Ultanir, 2012,
p. 205) Further, Brooks and Brooks (1993), urged constructivist practices of posing problems of relevance to learners, "structure
learning around big ideas..., seek and value students' points of view," adapt the curriculum to the learner, and "assess student
learning in the context of teaching." (Singh, et al, 2012 p. 201) Constructivist teachers respond to student questions and ideas
with additional questions, plausible contradictions, requests for explanations of students' thinking, and with placement of
responsibility on the student for assessing the efficacy of their own efforts. (Singh, et al., 2012, p. 201) In addition, "the teacher
is a guide, facilitator, and co explorer who encourage learners to question, challenge and formulate their own ideas, opinions and
conclusions." (Citot, 2009; Cannelle & Reif, 1994; Ismat, 1998; Richardson, 1997;

The Evolution of Second- and Foreign- Language Teaching
The Evolution of Second– and Foreign– Language Teaching (The 19th and 20th Century and The New Era of Second Language
Teaching) In his treatment of the historical developments in language pedagogy, Stern (1992) isolates three ways in which
language pedagogy has aimed to renew and improve itself:1. Innovation through change in teaching methods; 2. Innovation
through language–related sciences and research; 3. Technological innovation. During the nineteenth century, the Grammar–
Translation Method with its emphasis on the transmission of structural rules and analysis of form served as the principal method
of teaching modern and classical languages in schools. The goal of studying a foreign language was to learn the language so as
... Show more content on Helpwriting.net ...
Under this paradigm, students become "active discovers and constructors of their own knowledge". Knowledge construction,
communities of learners, individual and collective discovery and problem solving: these will be important qualifiers for
education in the 21 st century. This new paradigm for education contrasts boldly with the traditional paradigm. The following
table contrasts the two paradigms or the conventional and reform approaches to education: Conventional Instruction Reform
Instruction – Teacher–directed Student exploration – Didactic teaching Interactive modes of instruction – Short blocks of
instruction on Extended blocks of authentic and multi– a single subject disciplinary work – Individual work Collaborative work
– Teacher as knowledge dispenser Teacher as facilitator – Ability groupings Heterogeneous groupings –

Ted Talk: Constructivism
I believe the quote presented at the beginning of the constructivism article by Duffy and Cunningham represents the importance
of emphasizing the student rather than the teacher in education. Students should be afforded the opportunity to learn and make
content personal and relevant to them. They should also be able to seek out ways in which learning is pertinent to them. In the
"Paper Towns" Ted Talk given by John Green, he discussed that many students learn and engage with the world via YouTube.
When a student tells me, "I mostly watched YouTube all weekend," I usually think it's strange, because it wasn't something I did
or do now; however, when I show a video in class from "Crash Course," I have many students tell me that they watch ... Show
This is a reflection on the constructivist ideology in many ways. First, my teaching philosophy reflects a more constructivist
ideology in that it contradicts a more "traditional" style of teaching, where the instructor is the keeper of the knowledge,
controlling the timing and the reveal of information to students. One in class example that supports this is that I do not hold
traditional lectures where I speak and students take notes. Another way that I believe my teaching philosophy supports the
constructivist ideology is that a lot of the work I do in my classroom occurs "behind the scenes," as I develop projects and
lessons that connect to key concepts in biology and life science. Duffy and Cunningham discuss the PBL method in which
problems are presented to students to generate "real problems" that contain "concepts and principles relevant to the content
domain" (p. 23). I have implemented a variety of PBLs in both my seventh and tenth grade classrooms. They are a lot of work to
implement the first time around, and it would be much easier to use a direct instruction style like the lecture method described
above. One successful PBL that I used this year started with the question "How dirty is our school?" and lead seventh grade
students on an investigation on the properties of bacteria, their cellular composition, and bacterial cell colonization based on
different areas of inquiry in the school. Students collaborated, wrote a formal lab report, and presented their data to the rest of
the student body as we held a mini–conference. One of the key components of the PBL process is developing two lists: what we
know, and what we need to know. These lists guide research related to content and are completely generated by students. For
example, some

Subject Leader Essay
1. Introduction:
A subject leader or middle manager plays a crucial role for every school or institution. The Teacher Training Agency (TTA,
1996, P. 4) illustrate that:' Evidence from OFSTED inspections and other sources has shown that pupil achievement is higher
when the role of the subject leader is clearly identified and effectively implemented.' Considering the structural aspects, Morris
and Dennison (1982, p. 40) suggest the role of the subject leader should be following:
1. A professional role as a teacher in the classroom.
2. An organizational role as part of the responsibility for management of the department.
3. A corporate role within the whole school as a 'middle manager ' in the administrative structure of the institution.
4. A personal role.
However, The subject leader is not just the machine that carries out guidelines, policies and enforces the orders from the
superior, but it should more address the relationships with relevant others and related performance hoped of a post holder
(Adey,1988; Ribbins, 1988; Webb and Luons, 1982). The role–set of the subject leader should involve not only to be teachers,
but also their subject leaders, head teachers, governors, parents and student (David, 2001). As an intermediary, the subject leader
should accommodate the relationship between all aspects. Therefore, apart from the job of teaching and learning, the more
crucial issue for the subject leader is how to deal with these relationships. Furthermore,

Constructivist Theory: Teaching Theory
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The
constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is
actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands
and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to
other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own
knowledge. In a classroom, the constructivist theory encourages more hands–on assignments or real–world ... Show more
Johnson, 2004). It is thought that if there is no language, there is no learning. Learning can be a social activity. Some people
believe that you learn only between you can the concept you are learning, more people say that you learn more when you are
being social and learning is associated with your family, peers and teachers. The constructivist theory states that progressive
education involves the social aspect of learning along with the uses of conversation(P. Johnson, 2004). We do not learn straight
up facts in our mind that is separate from the rest of life, we learn with what else we know, our beliefs, our fears, etc. Learning is
contextual, we cannot isolate our learning from our life. If you don't have a basic structure of knowledge, then how can you
further your education. This goes along with the principle that one needs knowledge to learn. Therefore, any attempt to further
teach the person must teach based on the previous knowledge of them. Learning isn't an instant product activity, it takes time to
learn. For you to have significant learning, you must review past ideas and think about them(P. Johnson, 2004). If you think back
to when you really learned something, you learned it from repeated exposure to the idea and long periods of learning. To receive
a deep understanding of something, you need more than just a few seconds of learning. A very important principle would be
motivation. Motivation is more than just helpful to learning, it

The Development Of Mathematics Changes And Grows Continually
Assessment 1A Maths
The development of mathematics changes and grows continually. Teachers are finding new ways and strategies to keep up with
learning and having a broader view on the ways chidren learn and develop. Their are many views of which theories are best
suited in teaching mathematics, different age groups are better suited to different theories.Constructivism is a theory which has
become a challenge in teaching mathematics with learning how to develop models of teaching that build on, and are consistent
with, this theoretical perspective. Small–group interaction, nonroutine problem solving, and manipulative materials can be
valuable tools in the hands of mathematics teachers.Theoretically based frameworks for teaching mathematics in a constructive
way allow the potential to guide the use of these tools. A teacher can help students to develop new, more powerful mathematical
concepts using the constructivism theory.
Novice teachers who want their students to "construct" a particular idea, often ask for the idea from their students, consciously
or unconsciously hoping that at least one student will be able to explain it to the others (Simon, 1991 ).
The constructivism approach does not deal with a particular question or concept for example, if a group of students do not have
a particular concept, how does a teacher work with them to foster their development of that concept?
Constructivist theory is one perspective that works within a framework that helps build and

Twisted Heroes In Our Twisted Hero
Terrorism, one of the most twisted causes in the world, yet it is seen as heroic to some people. When considering cultural ways
of viewing heros, we generally put them on the highest pedestals for what they do. They are seen as admirable and an image
people strive to be. But, a twisted hero is not someone who is put on that pedestal. They are not admired and look upon as great.
By definition twisted means unpleasantly, or unhealthily abnormal. Also, if you just think about it, twisted is something
grotesque in nature and not desired upon being. Therefore, a twisted hero is someone who, although they use unconventional
and undesirable methods to advance a cause, by the fruit of their actions they are heroic. When looking at the book Our Twisted
Hero, by Yi Munyol, he presents a number of different characters within a classroom setting to be a twisted hero. Within the
story the twisted hero is the 6th grade teacher, who broke up Om's rule over the class. He did this by beating the class into
submission saying "I wouldn't have laid a hand on you unless absolutely necessary"(Munyol 95). This shows how the teacher
used an unorthodox and harsh method to produce his results. He explains how he was disappointed in them and how they so
easily gave in. He did the unpopular thing. Like an army does to its adversary he beat that class into submission. This example
ties back into how a twisted hero is not some one desired upon being for being and using objectionable standards,

Teaching Methods Essay
1.Discuss the reasons for selecting the teaching methods used.
In the micro teach session delivered to my peers at college as part of an Assessment, I chose to use the following teaching
methods: * Initial assessment * Brainstorming * Group work * Differentiation * Constructivist teaching.
Science is a practical subject that requires an academic approach. The methods used are to promote active learning strategies
that engage the student.
As I already teach at KS4, I assumed that this particular group would already be at the level of teaching and learning in my class,
although I did consider initial assessment methods in my planning. I set out the learning objectives and learning outcomes so
that each ... Show more content on Helpwriting.net ...
One of the methods I used was to allow the students to share their knowledge with each other through mind–mapping and then
through working together on a true /false questionnaire.
2.Critically discuss two of the teaching methods used and examine each one in terms of their strengths and weaknesses.
The first method I would like to discuss is the constructivist approach – an active way of building on students' knowledge,
ensuring students use and apply the knowledge given. In my view this method covers all the positive points for exploring a
specific subject, by using the method of the students building their own interpretations of the information given, as Petty
explains: "What does it mean exactly to have a full grasp of a new topic, and to be able to use your learning successfully even in
new situations?" (Petty 2004, p. 7), going on to explain the theory behind Bloom's taxonomy, a hierarchy of learning and putting
the attributes to learning in order. In simple terms, the knowledge a student requires at the beginning is rather basic; then
comprehending the knowledge means that a student has been able to move on by understanding and explaining.
Once a student has comprehension they (with the help of a teacher) can apply that comprehension. For example, during the
micro teach session once I had given an overview of the heart, students were able to complete a questionnaire. I could see from
the answers that they had gained

Constructivist Theory
Constructivist theory Formalization of the theory of constructivism is generally attributed to Jean Piaget, who articulated
mechanisms by which knowledge is internalized by learners. He suggested that through processes of accommodation and
assimilation, individuals construct new knowledge from their experiences. When individuals assimilate, they incorporate the
new experience into an already existing framework without changing that framework. This may occur when individuals'
experiences are aligned with their internal representations of the world, but may also occur as a failure to change a faulty
understanding; for example, they may not notice events, may misunderstand input from others, or may decide that an event is a
fluke and is ... Show more content on Helpwriting.net ...
The constructionist teacher takes on a mediational role rather than adopting an instructionist position. Teaching "at" students is
replaced by assisting them to understand–and help one another to understand–problems in a hands–on way. While
constructionism has, due to its impetus, been primarily used in science and mathematics teaching (in the form of inquiry–based
science), it is arguable that it developed in a different form in the field of media studies in which students often engage with
media theory and practice simultaneously, in a complementary praxis. More recently it has gained a foot hold in Applied
linguistics, in the field of second language acquisition (or SLA). One such application has been the use of the popular game
SimCity as a means of teaching English using constructionist techniques (Gromik:2004). Begininning in the 1980s, The LEGO
Group funded research in Papert's research group at the MIT Media Laboratory, which at the time was known as the
"Epistemology and Learning Group." When LEGO launched its LEGO MINDSTORMS Robotics Invention System in 1998,
which was based on work in his group, they received permission to use the moniker "Mindstorms" from Seymour's 1980 book
title. In The LEGO Group's Serious Play project, business people learn to express corporate issues and identity through the
medium of plastic bricks –– another form of constructionist learning. In 2005, Papert, together with Nicholas Negroponte and
Alan Kay launched the One

Analysis of Article "Never Say Anything a Kid Can Say" by...
What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on
a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as
effective and producing a long–term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches
us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that
information in the search for more effective teaching methods to encourage students to explain their thinking and become more
deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After ... Show more
In order for him to accomplish this, he focused more on the five questioning strategies: never say anything a kid can't say, ask
good questions, replace lectures with sets of questions, use more process questions, and to be patient. He stressed the importance
of teachers not only asking quality questions that guided a student's thinking abilities but to also allow students the time they
need to actually think through their observations to arrive at an answer they are most confident in (Reinhart, 2000). I liked his
"wait time" approach, as it is important for us to always give our students time to process their understanding of the question to
arrive at their answers rather than always asking a question and calling upon the first hand we see. I agree because often times,
students who are timid do not want to be called on so they either do not complete the work to arrive at an answer and if they do
not know the actual answer, they do not know the proper steps they need to take in order to arrive at the right answer. This
method can be productive for both the students and the teacher. I can see some positive aspects of Reinhart's position of a
student–based teaching method. It promotes self–confidence in the students. Students at this level are more peer–conscious and
if

Lecturer Peter Senge Once Stated, “Knowledge Is Constructed,
Lecturer Peter Senge once stated, "Knowledge is constructed, not transferred" (Callahan). With this one quote Peter Senge has
managed to mock the modern education system. Today's educational institutions do exactly what Senge says not to; teachers try
to transfer knowledge to their students through lectures, worksheets, and rubrics. This type of instruction, called essentialism,
limits student's creativity. Students are unable to act independently from teacher expectations. Essentialism tends to have one
right answer and only one way of finding this solution. Instruction following this set up will begin to reduce student
perseverance; students become frustrated if they cannot solve the problem the way the teacher described and often give ... Show
In order to embrace constructivism in the classroom one must first ask, what is learning, how do students learn, and how should
teachers teach?
Learning can be defined in many different ways. The Merriam Webster dictionary defines learning as, "knowledge or skill
acquired by instruction or study and modification of a behavioral tendency by experience" Both definitions are needed when
describing learning since both cognitive and behavioral learning occur. In a constructivist classroom learning can be defined as,
"humans construct[ing] knowledge and meaning from their experiences." (The University of Sydney) "These classrooms
embraced learning more strongly than classrooms with a behaviorist orientation and far better than classrooms with a laissez–
faire teacher" (DiGiulio, 2004, p. 54).
Creativity and imagination are abundant among children, especially at the elementary school age. Many philosophical
approaches to education limit creativity and focus on following rules and listening to instructions. Constructivist teachers refuse
to limit students' abilities providing students with freedom of choice. Constructivism allows each student to learn in the style
best suited for them, whether that style is hands on learning, visual learning, or auditory learning, students want to learn.
People learn in many different ways. The most common types of learners are listening, seeing, or touch learners. Constructivism
addresses all three of these learning styles. In a

How Male And Female Students Use Language Differently...
In the excerpt "How Male and Female Students Use Language Differently" originally published in a book called You Just Don't
Understand: Women and Men in Conversation in 1990, Deborah Tannen observes that one method of teaching a class does not
necessarily work for all other classes. Based on her research, she finds that classrooms are often dominated by male students,
because most instructors use a teaching method called "ritual opposition", which exhibits "public display followed by argument
and challenge" that cater to male students more than female students (Tannen 370). Most instructors believe that classroom
participation, where students are expected to contribute to classroom discussions, will determine students' success.
Consequently, ... Show more content on Helpwriting.net ...
Despite the problem of genders in a classroom, another main issue that appeared comes with a growing diversity of students.
Tannen says, "treating people the same is not equal treatment if they are not the same" (373). In her experiment, Tannen
separates her classroom of twenty students into several smaller groups to discuss their reading throughout the semester. She
devises three ways of separating the groups by gender, the level of education, and conversational style. Tannen believes that
smaller group works effectively to promote students to participate in classroom discussion. She monitors their conversation and
association with one another and takes note of the people she assumed to be quiet. Afterward, she learns that the students she
presume to be quiet are actually "talkative" in smaller group, which reveals that she has held certain stereotypes. Eventually, she
realizes that "no one's conversational style is absolution; everyone's style changes in response to the context and others' style"
(372). Accordingly, instructors should monitor the interaction between students and figure out the best solution to help them
overcome the barriers within a large group of

The Importance Of Early Reading
It has been said that one of the foundations students will build upon in the primary grades of their academic career is learning
how to read proficiently. This skill will enhance the student's academic achievements and will be a vital layer of the foundation
needed to achieve success during their academic career. A large portion of research conducted on a young student's reading,
focused on the cognitive facets of reading such as word recognition and comprehension skills. A major step in avoiding early
reading difficulties is to guarantee that early reading interventions accentuate reading instruction, inspiring students to read
(Ciampa, 2012). The constructivist and explicit instruction views of teaching reading have been researched and analyzed as
instructional approaches that nurture successful reading capabilities. The constructivism philosophy is a learning theory that is
well–defined as a student's acquisition of new knowledge founded on the student's prior knowledge and experience. Students are
perceived as automatic learners who begin to shape their knowledge in reply to contact with stimuli experienced within their
environment. In return, a comprehension is developed in stages by the student's continuous involvement. Constructivism calls
into question the method of instructional strategies that are considered traditional. The constructivist theory also suggests that a
student's learning should be reliable, and that learning needs to meet real world educational

The Nurturing College Professor Essay
The Nurturing College Professor
Nurturing behavior regarding teaching is defined in both negative and positive ways when addressing the effectiveness of the
teacher and his or her impact and influence on student learning. Helping a student become a better and more involved learner is
an important issue when talking about nurturing teaching because it exists as one of the ultimate goals of this kind of
encouraging and supportive teacher.This teacher wants to see his or her students as engaged as possible with the material.ìÖwe
would expect students who are really learning to be asking question and exploring connections between their personal lives and
the course material in their writings and informal classroom discussionî (Grauerholz ... Show more content on Helpwriting.net ...
A nurturing professor may, at this point, be posited as one that creates a ìsupportive and acceptingî environment for his or her
student and that engages in ìsituations where conflict does ariseî (Jarratt).Susan Jarrattís concept of nurturing behavior is one
that combines a non–threatening environment with a discursive and interactive one. In another discussion of the importance and
effectiveness of nurturing, Margo Culley et. al concurs with this definition.They call for a ìfusion of affect and intellectî and the
practice of being ìdeeply engaged with [her] students yet committed to a critical observation of this very phenomenon.î Jarratt
and Culley et. al are engaging with this concept of nurturing teaching as positive and illustrating what the practice of it should
entail. They both, however, conduct their research within the context of the feminist classroom and affirm that this nurturing
teaching is important for women teachers to posses, especially those teaching women.Jarratt and Culley et. al are embracing a
pedagogy began by early women teachers and bringing it into the context of a modern classroom. This study of the overriding
benefits along with effectiveness and importance of nurturing teaching will, however, illustrate how this feminist idea may be
and ultimately must be brought to professor both male and female in all different classroom contexts in order to create a better

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