'Effective Teaching and Learning Essay\r'

' pedagogy is non nevertheless one appearance, giving randomness to school-age pincers and expecting them to draw from the information! A t distri howeverivelyer (to be professional and mental pictureive) to a fault ineluctably to enjoy e rattling last(predicate) the different theories, forms and nurture styles. Embedding models to enable best serve in each posing and grant bookmans to eviscerate valuable information. The coach-and-four is to study on each session, for casing estimate at what went well and what didn’t go so well. Differentiating between different students abilities and development styles.\r\nTeachers argon constantly studying, non only if the students ar information from the teach but the coach-and-four should be constantly skill best practice and not be list stagnant! Petty, G produces â€Å"It is not an opening of weakness to thinkk advice and agree; it is a streak of your active professionalism” The causation explor es the different theories associated with enouncement of checking and estimation, demonstrating how she uses them in her confidence and self-importance-importance-importance-importance consider c arr. The of import ones that pull up stakes be looked at in point ar doingsist, cognitivists and humanistic, Transactional analysis and types of assessment.\r\nAndrogogy and Pedagogy, Maslow’s pecking order of inescapably, the ternion main self-importance states and Temporal and Boydell’s (1977) Barriers to nurture. thither be three main theorists; behaviourist, cognitivists and humanist. Behaviourist supposition was based on stimulus response from a dog. To see and mea genuine how it learns. Pavlov (1927) states that what shadower be mensural is householded as culture. Pavlov did an experiment with a dog. This to me is to a giganticer extent deal conditioning instead than discipline. Pavlov was primarily a physiologist and re all(prenominal) y concerned in how the mind bailiwicks.\r\nIf a nearbody was hungry they could be conditioned to salivate by the ring of a bell if they were conditioned to allow nourishment straight after. Starving a approximatelyone and enchantting it to do something (ring a bell) to enable it to eat up is a strange way to analyse a human is information! To treat humans in this way and relate it to humans is barbaric, just look at the year it was printed. This was in any case the time when voltaic shock treatment and locking raft in straight jackets was acceptable! Skinner (1938) overly did some work with animals and called it operant conditioning.\r\nHis findings were the reward that the animals were working(a) towards not the stimulus e. g. not the bell but the food! Reward is good and has been proven by theorists that this keeps the students interested (although these findings were psychometric tested on animals and humans). The reward could be learning new skills to vary and ov er induce a obstruction, brighten the qualification in confidence building. Getting a pat on the back for good work applyed in! The students allow repeat behaviour if they ar gaining a reward. The reward crapper also be the fulfillment of learning new skills for life, as in the confidence escape.\r\nSkinner also believed that minus feedback was demoralising and stopped assimilators learning which the author in large backs up. hotshot has to be rattling raw with feedback, digressitioningicularly when dealing with students with low self jimmy. Most of the learning is self glowive and many a(prenominal) self sense exercises be do, rather than criticising or not short a certain grade. Most learning is fag pop give awaye through discussion and self reflection Piaget (1926) had a different view from Pavlov, he believed that the persons thought turn was to a greater extent than important and learning was developmental. Meaning they learn and add to what they already know or choose learnt.\r\nIt is around linking information Knowledge is constructed though interaction with the environment. A cognitive process which requires new information, allowing the savant to evolve and transform their existing knowledge and break this to new situations. (Armatage, 1999 Pg62) On the confidence course a cognitive approach could be to ask the learners to check off how you deal used the goal countersink to achieve a happier life? I am communicate the students to work on a deeper direct, not just retaining the information but also demonstrating how to develop it into their avouch life and past experiences.\r\nThe cognitivists and the behaviourist are more to do with controls and organism tutor led, the Humanist possibleness looks more into the nature of the learner and the learners’ actions that create the learning situation. The direction is for autonomy, development and ripening, the search for intend and range goals for themse lves. This is genuinely relevant in the goal strike outting stage of the confidence building course. When the students goal set for a happier, healthier and more confirmative future. This is sounding at and building on the skills that learners already obtain through life experiences.\r\nThe role of the tutor is to boost the students to reflect and to increase the range of experiences for the students to affect on with their item-by-item goals that are not dictated by the tutor (myself) The 2 major writers in this matter are Rogers (1974) and Maslow (1968) Rogers viewed this as a series of drives towards heavy(a)hood, autonomy, province and self direction. This is all about gifting oneself rather than cosmos told what to do. Maslow looks at a whole hierarchy of require (please see graph below) Maslow believes that one has to move up the pyramid of take aims before they tolerate self actualise.\r\nFor example one urgencys their base needs to be met Biological and Ph ysiological needs †air, food, drink, shelter, warmth, sleep. This then moves on to look at recourse and security. condom needs †protection from elements, security, order, law, limits, and stability. Belongingness and Love needs †work theme, family, affection, relationships. The learners on the confidence course are encouraged to exsert as a group to support each opposite with future goals once the ten weeks are up. This continues to be in possession of a positive effect on the learners’ future goals and encourages positive relationships.\r\nEsteem needs †self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility. This comes from the achievement of attending and finishing the course. Cognitive needs †knowledge, meaning, making sense of things. Understanding wherefore they come to read low self esteem and soul there are many ways to shift this. self-Actualization needs †realising personal ele ctromotive force, self-fulfillment, seeking personal growth and peak experiences. This definitely comes on the last session when the learners touch so empowered to move on with goals that pee-pee been set.\r\nMaking a vision wit that is related to a persons self actualisation. Up until 1970 teaching strategies were kn make as pedagogy which is Greek and subject matter â€Å"to lead a child” Knowles who is a grand figure in the humanist drill altercated this as he didn’t think it appropriate for adults. Knowles (1970 Pg 57) believes â€Å" formerly an adult makes the discovery that he screw examine responsibility for his protest learning, as he does for an another(prenominal)(prenominal) facets of his life, he experiences a sense of release and exhilaration.\r\nHe then enters into learning with a deep ego involvement, with results that are frequently climb upling to both himself and the tutor” Hanson (1996 pg 99) argued against a clear dichotomy betwee n adult and compulsory education. He believed that adults are not necessarily more experienced because they have lived long-lasting! This give the bounce be true as some of the students I come crosswise have no literacy skills which will be classed as a major bright barrier (see the tailfin barriers below) and come on the course with a support worker.\r\nThis does not mean they don’t have articulate skills in other areas, such as time management and stack skills. There is no point taking only an androgogical approach until students acquire the ability to learn the basic study skills. This leads onto the barriers that adult learners whitethorn face. Temporal and Boydell (1977) highlighted five barriers to learning which were: perceptual, cultural, emotional, intellectual and expressive. Perception could be a great barrier that students face. Most that come on the course have had a bad school experience and this maybe the last time they studied.\r\nStudents are worried if they will feel comfortable in the class, worried if they don’t understand what the tutor is talking about, concerned if they know someone in the class from their local area, or have concerns about feeling stupid. Perception is a huge barrier to overcome and nothing the tutor canful do if the learner does not start the course. Cultural embrace could be family and friends not wanting the learner to do courses to progress, especially when they see time is being taken from the family.\r\nTemporell and Bordell (1977) have identified low self esteem as a barrier to learning. This is very uncorrectable as there are many potential learners that phone up to do the course but then don’t have the self esteem to walk through the door. When the learner finds it unmanageable to express themselves, they can still learn from the course by listening to group activity. It has been noted on many courses when introducing another person to the group the learner finds it easier to t alk, rather than introducing themselves they can talk for a longer period of time about their colleague.\r\nThis is useful on this type of course (self esteem building) if this is not the archetypal course the student does as a matured learner I am not sure how they will fill out if they are moving onto more academic courses. Overcoming personalities and ego states can also be classed as a huge barrier, getting the student to the adult- adult ego state. They may only have had the experience of sarcastic child ego state. One of the students commented on their childhood school memories, of standing in the corner and made to feel stupid because dyslexia wasn’t recognised then!\r\nThe critical teacher (ego state critical set up). Transactional analysis (D Childs, 2004) describes three ego states Parent, enceinte and child. The foster ego state falls into two categories, critical parent and nurturing parent. The nurturing parents function is to nurture themselves and others. faultfinding parent function is to control the behaviour of themselves and others. This can show as a critical teacher lay their students down and being condescending. The first class is entered by most students in the adapted child ego state, supportless and hurtful. Facial expressions flavour terrified and tearful.\r\nAll students are treated as adults with a lot of nurturing parent in the first session. This is to regularize the students at ease and in a relaxed state with myself the tutor and their peers. The scene is set together composing boundaries as a group for the group to bond, be comfortable, respected and respectful. Once this is do the students are sensitive that they are being respected. This is overcoming the first barrier to allow learning to take place. The author potently believes that if a student is not at ease they will not absorb valuable information. Also putting the students in the adult ego state.\r\nThis agreement is done in unison, with the stu dents taking ownership of their actions and behaviour with others. This can be done through setting their own boundaries. The last group agreed to switch away mobiles, only allow good gossip, no toss away (talking about personal problems), have fun, respect on another, what’s said in the room cincture in the room, listen if someone is talking, not bull the conversation (give everyone time to talk), not to give opinions unless they are asked for, support one another, no swearing.\r\nThis could be a Eureka moment as some students may have never been aware of how they come across nd wonder if they have been respectful to population in the past. Learnt behaviour is very hard to change in just one session. This is a huge self awareness exercise. A student may write â€Å"no swearing” (as a boundary) as it is offensive; another student may challenge this as this is challenge how that student has been reared. Where swearing is part of everyday language. They are bewilde red to find that this would hurt another person. Due to another student being brought up in a house full of arguments and fighting he feels threatened whenever he hears swearing.\r\nThis could be the first course students have done out of their comfort zones. Other students can be from other classes, cultures and backgrounds. Being made aware what is acceptable and what is not acceptable can sometimes come as a shock. Some students complain to me of other students not washing and smelling unclean. This is a very sensitive issue and has to be dealt with very carefully, especially when working with hatful with mental health or very low self esteem. Some students wonder why they should bother washing as they have come from a family with no hygiene.\r\nHow would a person know this if it wasn’t taught at home? We don’t learn from people sniggering behind our backs! When face at why the students have chosen the victim path, their eye widen as discussion unfolds. Especiall y when looking at critical parent. Most of the students have got or had a parent, partner, friend (so called), sibling or unconstipated a child that tries to control their behaviour. For the student looking at this in black and white is a real Eureka moment. What they find hardest is when they change ego state to adult.\r\nThey find that the person that plays critical parent in their life becomes angry and resentful. Critical parent usually trying to make the student feel guilty for their â€Å"adult” state. The student then comme il faut the victor not the victim. When reflected upon the student can see how this relationship no longer serves a purpose. Unless the critical parent changes their behaviour the student sees the relationship as blackball and will no longer want to pursue it. Learners generally come onto the course with some interdict attitudes about the world or people around them.\r\nEmpowering learning and research and overcoming barriers they may have encour ages the students to challenge their own behaviour. When the tutor contradicts learner’s attitudes and values, class discussion can become heated. Students can become angry. This is very much a part of the learning journey in confidence building. Self assessment and self awareness exercises come in very useful, enabling the student much self reflection allowing students to overcome their own barriers through their own assessment. Initial assessment is used to see what level the student is at if the learner can cope with the work load.\r\nDo they need an individual learning plan or see if extra support is require with numeracy, literacy or ICT. Petty, G does agree â€Å"If the needs of the learners are met, the chances of success are greatly increase” backing up how important an initial assessment can be (2009, pg 530) Curzon, L argues that examinations on many courses can be different, so can sometimes not have legitimate weighting (2006 Pg385) meaning they can have r epressive or suppressive influences on teachers and students. It is thought that an initial assessment (numeracy or literacy) could startle a student at the first base and make them feel brusque.\r\nThis could be because they were academically inadequate at school, the same fear could retort, with no return of the student on the next session. Petty, G also states that just because a student has their math’s GCSE doesn’t mean they can do algebra or percentages. This won’t help in the recognition lab. (2009, Pg 542) One argument would be that this has separated the wheat berry from the chaff. Teachers now have to teach to individual learning styles, instead of blaming the learners for not learning or gaining the qualification, the tutors are looked upon!\r\nPetty believes all students can learn, given the help and support that is needed, the author being agreeable. Assessment is very important to know where the learners are at the beginning, shopping center and the end of the course. This is to reflect and measure where they are at the beginning of the course in name of self esteem. This is done by a scaling questionnaire, which also measures where the learner is in terms of happiness, self esteem, confidence, relationships, communication possibility skills, health, social skills and social activities.\r\nThe author would prefer to empower her students, instead of giving the students fish, she would prefer to give them a fishing rod to eat for life. It is about empowering students to move on with their life positively. The students don’t need to be spoon fed or hand held. They just need to learn the tools and skills for a happier and amentaceous healthier lifestyle. This is why the tutor is in choose of the Humanist theory. Skinner believes that positive feedback gets students motivated whilst negative feedback stops students in their tracks, demotivating.\r\nThe behaviourist teacher is in charge and is a good role model to her students giving the students rewards which are positively reinforced with praise, smiles and positive comments on work done. This is very useful as it also activates growth in self esteem. This theory is very successful with students who lack self esteem, therfor very apt in the confidence course. The learners work more effectively as they are encouraged to reflect and self evaluate where they are in terms of self esteem and confidence. Students work well interacting and challenging negative self fulfilling ideas as a group and overcoming barriers together.\r\nThe students finish the course still on a learning journey of positive self discovery through meetings and recommended reading. The role of the tutor is to encourage the students to reflect and to increase the range of experiences for the students to move on with their individual goals that are not dictated by the tutor (myself) The two major writers in this field are Rogers (1974) and Maslow (1968) Rogers viewed this as a series of drives towards adulthood, autonomy, responsibility and self direction. In conclusion the author believes teaching is not directive and one way, It has to be two way for it to be effective.\r\nTutors need to be reflective and differentiate between all students learning styles and abilities. The author strongly feels that Pavlov’s theory is inhumane and out with the ark. pickings responses from animals is very old hat and I’m sure if you starved any animal or human they would ring a bell to get food, as this is our primary need to live. Humans are much more intelligent than rats and dogs. Pavlov was firstly a psychologist and would be looking at animal responses rather than learning. The author backs up Skinners theory and has seen it work in the confidence course.\r\nOnce the student is told they are very good at something (not just a mother, have or sibling) it encourages them to want to do better and have a happier, healthier life style for all their fam ily. This has a huge knock on effect on their friends and people around them. They usually mark their friends and partners on to the course. Negative feedback is demoralising, what the tutor finds useful is ask the student how they would do it next time if they precious a positive outcome. This allows the student to self reflect and learn by experience, which is a far great learning curve.\r\nThis theory links in with what Paignent, 1926 believes, that a persons thought process was more important and learning is developmental, linking information and learning what they already know. The cognitivists and behaviourist are more to do with being tutor led. The author prefers the humanist theory which looks more into the nature of the learner and their actions that create the learning situation. Maslow looks at the whole hierarchy of needs and backs up the belief of the author. Maslow believes that one essential move up the pyramid before they can self actualise. Maslow’s theor y is used and demo on the confidence course.\r\nThe tutor wants the students to see what is needed to move up the pyramid. One student came in the following week and told me she had travel house because her preventative needs were not being met due to having ASBO neighbours. The student had been complaining to the council for many years. After seeing Maslow’s hierarchy the student decided to take herself out of the situation! Using the Maslow model in class, students can see in black and white why they have no self esteem and cannot self actualise and why their social or goloshty needs are not being met. For example fuel your body with healthy food handle a car would use the best oil.\r\nSafety needs, live with people that you feel happy and safe with. Look at the positive people and negative people in ones life. Associate with positive people more rather than the negative ones. Belonging and love. Students start measuring who is respectful and positive in their life. Tep oral and Bordell (1977) have identified low self esteem as a barrier to learning. One believes that overcoming barriers and having self esteem is much wider spread than one thought. It would be skillful for students to have a self esteem test as part of their initial assessment. This would be valuable efore the students go on to do literacy and numeracy. Looking into how ego states come into learning is very interesting; the humanist would welcome the adult to adult state. Whereas the cognitivists would play a more critical parent role when teaching. Whilst doing this see the author has really looked into all the theories and models and it is apparent that these ideas were put forward many years ago. We have moved on so much in seventy years, it would be interesting to see new theories or updated old theories that are based on more realistic activities and research.\r\n'