The behaviorist perspective of learning is when emphasis is placed on changes in in behavior due to learned associations; while the cognitive perspective of learning focuses on the brain as being what processes and interprets information. It is important to apply these perspectives of learning to instruction because it allows teachers to better understand the behavior and learning of their students. The view that resides more within my beliefs as a teacher, peer, and student is the behaviorist perspective of learning. While I understand that the brain is responsible for basically everything a person does; I believe it is important to take into consideration outside stimuli and the learned associations and reactions a person can create due to these stimuli. I fit in with the role of student under behavioral because I am a passive student who typically is the recipient of information and I am an active listener who follows directions. I will be able to use this information as a teacher to identify where my own students fall with their beliefs. Do they believe the behaviorist or cognitive perspectives of learning are better and how does that affect their ability to learn as a student? This is a question I will have to ask myself and then work to find out the answers.
Many things can have an impact on a child’s development and their ability to construct knowledge. One example of something that can have an impact is poverty. While poverty alone doesn’t directly affect a child’s development it can cause other things to happen. In these cases a parent, sometimes, cannot be available to the student as often as necessary. This can cause the student to fall behind in their development. According to Chaya Kulkarni, the director of Infant Mental Health Promotion, “Brain development is heavily dependent on relationships and that primary care relationship is probably the most important one.” This shows how the relationship between parent and child is incredibly important to the child’s development; especially at a young age. Another way poverty can have an impact on development is with nutrition. Sometimes a parent cannot provide nutritious meals and this can cause the parent to stress over this. When the parent is stressed about providing for the family they can become distracted and not be able to attend to their child in all the ways they need and this can have a negative effect on the child. When I am a teacher I need to keep this in mind. A student’s home life can have a direct impact on their day in school and I need to be prepared to cater to each individual students’ needs.
Teaching and research go hand in hand. Teachers study and discuss research every day in their classes. In the future when I’m a teacher I will be researching information that I can integrate into my lessons and then studying and discussing it with my students.
There is a debate on whether or not students should be given homework. After doing some research of my own I believe that most homework should simply be work that did not get completed in class. Since I am an English Education major and plan on teaching at the high school level I understand that it is necessary to assign a certain level of homework. For example, papers are a necessary assignment because it is my job to teach my students how to write critically. However, it is not necessary to assign a two page paper every week. Instead, four papers per year is sufficient enough to teach the student the skills that they need and for the students to improve upon those skills. The homework that would be assigned on a day-to-day basis would be reading parts of a book that the class did not finish during class.
The reason I think homework should be limited is because too much of it can be detrimental to a student since many have extracurricular activities. According to Natalie Wolchover in her article, Too Much Homework is Bad for Kids, “data shows that in countries where more time is spent on homework, students score lower on a standardized test called the Program for International Student Assessment, or PISA”. The article also talks about how the study came to the same conclusions about students who spend more time on their homework. There are many more studies out there like this that prove giving students a lot of homework does not improve their grades and ability to master the subject, and in fact more homework can have a negative impact on the students’ work.
Brock, Cynthia H (2007). Does Homework Matter? An Investigation of Teacher Perceptions About Homework Practices for Children From Nondominant Backgrounds, Vol. 42 (4). 349-372. https://libproxy.uww.edu:4053/10.1177/0042085907304277
Hinchey, Pat. Why Kids Say They Don’t Do Homework, Vol. 69 (4).
Jianzhong, Xu (2009). Homework Purpose Scale for High School Students: A Validation Study, Vol. 70 (3). 459-476. https://libproxy.uww.edu:4053/10.1177/0013164409344517
Natalie Wolchover. (2012, March 30). Too Much Homework Is Bad For Kids. Retrieved February 6, 2017, from Live Science, http://www.livescience.com/19379-homework-bad-kids.html
Hello, my name is Sarah Klinger and I am a sophomore in college. My major is English Education and my minor is Adaptive Education. I hope to teach at a high school level, but am interested in middle school as well. I am extremely excited to begin the journey to becoming a teacher! I have a little experience with teaching since I am a paraprofessional at summer school, but I teach elementary level children. I am excited to observe a classroom with older students since my major is secondary education.