Understanding Your Role As A Teacher Essay Example for Free

Understanding Your Role As A Teacher Essay I have been asked to critically examine and discuss the work of three selected authors and to compare and contrast their views. I will link this theory to my experience of working with children, and give my own views and how this has developed my understanding in my role as a trainee teacher. The readings I have chosen to discuss and compare are: An Introduction to Children’s Learning (Ray Potter), The Significance of Young Children’s Personal, Social and Emotional Development (Dowling M) and How Children Learn (Curtis A, O’Hagan M). Potter discusses how behaviourism and cognitive development are the two most widely regarded theories in the approaches to learning and how these theories have implications for teaching. ‘Behaviourism is a theory of learning focusing on observable behaviours and discounting any mental activity.’ (Pritchard 2008:6). He discusses several theorists and how their theories help children learn, and how teachers manage learning more effectively in the classroom. He talks about behaviourism and how children learn from life experiences. ‘Behaviourist claims that we are what we are, not because of innate intelligence or genetic factors, but solely due to our life experiences’. Potter (cited in Jacques et al 2004:63). Skinner, a pioneer in behaviourism, believed that behaviour could be controlled through ‘conditioning’, the act of rewarding desired behaviour (positive reinforcement) and ignoring undesired behaviour (negative reinforcement). Many of Skinner’s theories branch from his animal experiments, whereby he would reward with food and punish when saw unacceptable behaviour. This is highlighted in An Introduction to Children’s Learning (Potter), as to how this theory has been adapted in today’s schools. â€Å"Conditioning occurs in many schools in the morning when the children first arrive in the playground. They will be playing and talking to each other when they see their teacher come into the playground. The children will immediately line up in front of their teacher ready to go in to school†. This I observe everyday in my school setting. In the Introduction to Children’s Learning (Ray Potter) it states that children achieve well through the â€Å"behaviourist psychology which goes back many years to Pavlov and Skinner, thus children learn by listening carefully to get the correct stimulus and through the repeated reinforcement of correct responses†. This is evident in schools today, whereby teachers encourage children to chant and repeat facts across the curriculum. This is in the hope that repetition will result in the information becoming innate, consequently allowing the children to regurgitate at the drop of a hat, but it could argued do the children lose the meaning. One has to ask however, how successful is this for all children? Biggs (cited in Leask 2009:89) ‘A pupil’s motivation influences the learning strategies they adopt. A pupil with an instrumental motivation is likely to adopt reproducing or rote learning strategies.’ Do children retain this knowledge? We know now after many years of research that not all children benefit from the dated ‘talk and chalk’ style of teaching. The philosopher Confucius cited in Ray Potter’s In the Introduction to Children’s Learning, pondered the theory â€Å"I do and I understand†, this was later developed by Piaget who based his cognitive theories and ‘emphasis on doing, activity and experience children learn through interaction with their environment’. (Kitsen et al 1997:2) ‘Piaget was actually keenly aware of the importance of social factors in children’s learning.’ Bruner believed that children think through three modes, enactive (actions), iconic (pictures), and symbolic (words and numbers). Providing the information is presented in an appropriate way and the information is appropriate to the child’s age, then the child will be able to understand and learn from it. Bruner’s theory is that children’s learning is active and they base concepts on their previous knowledge. The past knowledge helps the learner to process the new information to support decisions in the form of cognitive development. This allows the child to build on past experience and develop further the information given. Like, Vygotsky, Bruner also believed that social interaction and culture played a big role in cognitive development. ‘Bruner felt that children were organised according to their experiences and that they are active in their learning’ (Tassoni, 2005:197). Potter also discusses cognitive theories and how the next generation theorist such as Piaget, Vygostsky and Bruner believe that memory, understanding and thinking are vital in children’s learning. ‘But these are the very stuff of the next generation of theorists, the cognitivists.’ Potter, (cited in Jacques et al 2004:66). The role of social interaction is based on theories from Vygotsky and Bruner. To put the role of social interaction into place at school the pupil and teacher need to work together by the teacher helping to create meaning, rather than dictating what is to be learned. Learning through social interaction does not always occur in school. Children also learn through social interaction with their peers, parents and other adults. A prime example of this social impact that is used in many schools today is the use of the school council. Children regardless of age, economical background, race and gender can voice their views and have their views challenged in a safe environment. ‘Social interaction (particularly those which take place between themselves) may facilitate the course of development by exposing a child to other points of view and to conflicting ideas which may encourage him to re-think or review his ideas’ (Wood 1998:17). Piaget’s theory maintains that children need to overcome a sequence of stages in development. These stages are complex and appear in four main categories. The sensory-motor stage begins from birth to two years, the child learns through sensory experiences and movement. The pre-operational stage from approximately two to seven years of age, when the child begins to develop the skill of using symbols and how things look, yet they are unable to direct logical thinking. By the age of seven to eleven or twelve children have begun to make connections by thinking logically and associating their thoughts to concrete situations, Piaget describes this as the concrete-operational stage. At approximately eleven or twelve the formal operational stage falls into place, by this age to adulthood we begin to use more sophisticated levels of abstract and logical thinking. He believes the development of stages from childhood to adulthood is a consequence of the individual’s experience with the environment around them. They are learnt through assimilation, accommodation and adaptation. ‘Every living thing must adapt to its environment if it is to survive.’ Vygotsky focused on language and communication as a support to a child’s cognitive development. He looked at how children interact with their peers and adults and how it influences their communication and language on a social level. This form of social interaction does not always have to be verbal, gesture and body language is communication learned though peers or adults. Another aspect of Vygotsky’s theory is the zone of proximal development. This is when development is gained through social behaviour. The skills of social interaction can be developed further with guidance from adults and peers. We as facilitators can support learners by scaffolding, gradually reducing support so the child becomes capable of independently completing a task. ‘The ‘zone of proximal development’ seems a vital idea for teachers to have in mind when talking to individual children. Could it be applied to pairs? Or to small groups? Or to a whole class?’ (Kitson et al, 1997:154). Dowling discusses how children’s personal, social and emotional development has a significant factor in children’s learning. Dowling explains that three themes often occur in any debate about early childhood issues, which are -context, continuity and controversy. An ideal example of this in practise is a well managed Foundation Stage classroom. Being an unqualified Reception teacher for the past two years, I have observed and experienced this environmental situation of context, continuity and controversy. For example role play areas are set in line with the topic e.g. Healthy Eating- setting up a restaurant. However the theory of constructivism being the idea that things are the way they are, is socially constructed e.g., boys play with cars, girls play with dolls. This is an integral part of everyday life. Toys are being marketed gender specifically. Children often arrive in a school setting with premeditated views coming from the way they have been brought up and through media advertisement. This can counteract the good practise that is trying to be initiated in foundation Stage settings of today. Cultural assumptions, according to Richardson, the ‘nature’ of girls’ and boys’ behaviour reproduce rather than expose inequality and work against young women in schools while supporting gendered stereotypes in society.’ (1997:25). When the children immerse themselves in the theme, their personal, social and emotional development thrives and their creativity blossoms. The current way the Foundation Stage is run nationally has been very successful in that funding has been given to early year’s education to allow schools to be successful in their early years teaching and development. However the new government has controversially pulled all of this funding and at present we are unsure as educators of which directive we will be undertaking. In contrast Dowling explains that in China children who attend Kindergartens receive homework in literacy and numeracy. The focus is on academic achievement rather than personal, social and emotional development. Therefore it has been found that these children rarely gain these skills in later life. Dowling (2000:17) ‘Asian education methods have valued academic development while damaging other aspects of children’s growth, which help them to live and achieve in society.’ It is similar to the theories of Piaget, Bruner and Skinner but I believe the actual concept that is being modelled is wrong if we are to educate young people to live successfully in today’s society. Similarly Curtis and O’Hagan discuss how factors can affect learning. They introduce the chapter by focusing on ‘What is learning? They discuss several ways children learn and factors which can affect this. These are development, environmental factors, and periods of learning, memory, concentration, cognitive styles, and intelligence. They believe children construct their knowledge and understanding through their experience with the environment, and that learning is active and experience based. They agree that children are not less knowledgeable than adults, that children just see the world differently at their level. In my classroom adults often celebrate when they have learnt something new, especially when the learning has been imparted from the child to an adult. The child just prioritises their learning differently from the adult. Children need this scaffolding in order to develop in many ways. This lending itself to Vygotsky’s theory. (Pollard 1994:13) ‘’they are thus seen as intelligent social actors who, although their knowledge base may be limited in absolute terms, are capable in many ways.’ In conclusion to the theories looked at, are all based around children’s learning and similar in view.. It is possible to learn from each of them and use the theory in practice in a classroom. As a teacher I would be more inclined towards Vygotsky’s theory. This is mainly due to the fact that we can challenge children to go beyond what they already know in our school environment. (Curtis et al 2005:36) ‘Educators began to realise that a stimulating environment could increase intelligence.’ For children to experience a broad and balanced curriculum we as facilitators need to be able to challenge and help children develop further. In order to help them do this we need to scaffold their learning by gradually withdrawing support and guidance so that the child can perform the task independently. I feel scaffolding is a skill that will develop overtime with experience promoting desired behaviour. (Corrie, 2002:174) ‘Teachers scaffold children’s learn ing when they help them to achieve something that they, could not do without the teachers assistance.’ The ability to judge how much and how little support is a difficult notion and varies from child to child. From Piaget, I have learned that for children to work independently and solve problems they need to build on their past experiences. Despite this I believe that with the guidance of a more knowledgeable peer or adult the child can learn through social interaction. Through social interaction a child might learn today what might take them weeks to learn if left to explore individually. I would suggest that if we can help and challenge children to go beyond what they know, they would continuously be learning new knowledge. I am also aware from working in inner city school; social factors have a huge influence in children’s learning. I understand how important it is to promote positive role modelling and give children first hand experiences in order to learn. ‘The context of the school can make a significant difference to children’s behaviour, self concept and self esteem as these accounts testify.’ (Rogers, 2009:13). Bibliography Jacques, K. Hyland, R. (2004) Professional Studies: Primary Phase, London: Learning Matters Ltd. Kitson, N. Merry, R. (1997)Teaching in the Primary School, London: Routledge. Leask, M (2009) Supporting Teaching and Learning in Schools. Oxon: Routledge. Llleris, K. (2007) How We Learn: learning and non learning in school and beyond. London: Routledge Pollard, A. Bourne, J. (1994) Teaching and Learning in the Primary School. London: Sage. Prichard, A. (2008) Ways of Learning: Learning theories and Learning Styles in the Classroom. Oxon: Routledge. Richardson, V (1997) Constructivist Teacher Education: Building New Understandings. Great Britain: Biddles Ltd Rogers, B (2009) Manage Children’s Challenging Behaviour London: Sage Tassoni, P. (2005) Diploma in Child Care and Education. Oxford: Reed Educational Professional Publishing Ltd. Thornton, S. (2008) Understanding Human Development. London: Pelgrave Macmillan Wood , D. (1998) How Children Think and Learn, 2nd ed. Oxford: Blackwell Publishing.