SUB TASK 2 The main goal of any teaching is to bring about learning.

In my case, I have observed a teacher teaching students in rural school. This has been an exciting ex erience as I had to travel to the school by ex ress !hich is the only mean to reach that area. The school environment is a very conducive as they have information all along the hall!ay and even have the reading booth. I have observed a teacher teaching a class !ith medium roficiency. In a class room full of individuals of different bac"ground and belief, it is im ossible to have #ust a lying only one learning theory because different individual learn differently and behave differently. Behaviorism is based on three principals: learning is manifested by a change in behavior, the environment shapes our behavior, contiguity and reinforcement are essential in explaining the learning process (Smith in Warren, 2012 ! "einforcement is used primarily as feedbac# (Woolfol#, 200$ ! %he term &Behaviorism& 'as introduced by (ohn B! Watson (1)*)+1,-) , emphasi.ed the study of observable, measurable behaviours! /t is a theoretical orientation that scientific psychology should study only the overt behaviours of organism and their effect on environment! 0mong other 'ell #no'n and influential behaviorists in the construction of this theory are 1avlov, %horndi#e and also S#inner! 2enerally, their ideas on learning are related 'ith changes in human behaviour but most of their experiments and observation are done on animals such as dogs, mice, cats and birds in a controlled laboratory condition! Behaviourism is a theory of animal and human learning that only focuses on ob3ectively observable behaviours and not mental activities! 0ccording to %he %eacher %raining Wor#shop %eam of 4epartment of 5edical 6ducation in St! (ohn7s 5edical 8ollege, Bangalore, /ndia, 2011, learner in behaviorism is considered passive and only respond to stimulus given! %he learner are believed to be at tabula rasa stage 'here as they are a clean slate! %heir behaviour is shaped through positive reinforcement or negative reinforcement! Both positive and negative reinforcement increase the probability that the antecedent behaviour 'ill happen again! /n contrast, the negative and positive punishment decreases the li#elihood that the antecedent behaviour 'ill happen again!

Behaviour theorists define learning as nothing more than the ac9uisition of ne' behaviour! Behaviourism learning theory 'as used in the class! /n this classroom, teacher performs an action and the students 'ill respond 'ith the desired behavior! /n the class / have observed, / can see that the teacher punished the students 'ho behave badly in class! %he students are as#ed to stand in the corner and pull their ears! By doing so, the undesired behavior, causing disturbance in class, are lessen, and desired behavior, behave 'ell in class, are increased! %his is a positive punishment that 'ill decrease the undesired behaviour sho'n by the students! 1ositive reinforcement is also seen in the class 'hen the teacher as#ed the students to clap their hands five times if any of their friends ans'er 9uestions correctly! In this classroom, learners are ex ected to be assive and learned language ste by ste , imitation, re etition, memori$ation, drilling and also reinforcement. %earners learn by imitating teachers. They follo! the !ay the teacher ronounce them and strengthen them by re etition, correction, and other reaction the teacher gives. Therefore, language learning is ractice based. This can also be seen in the class that I have observed. The teacher demonstrates ho! the honeme &m& is roduced and as"ed the student to imitate him. 'e also as"ed the students to re eats it again and again so that they !ill have the sound (stuc" u ( in their (head(. This is the drill that behaviorism theory em hasi$e on. )rilling. /n conclusion, behaviorism theory does not concern on ho' #no'ledge is obtain rather than correct responses are given! :earning is not more than 3ust mere ac9uisition of ne' behavior! 0lthough ne' behaviour has been learned, it can be unlearned easily if no reinforcement is given because it is not a habit! *ther than behaviourist theory, cognitivism is also a lied in the class I have observed. In contrast to the behaviourism, cognitivism+s class learners are more active. They are res onsible for their learning. They are actively involved in the learning rocess and can have control of their o!n learning. ,ista"es made are art of their learning rocess. In the class I observed, the students actively involve in the lesson taught. -ven !hen they ronounce the honeme &m& !rongly, the teacher did not scolded them or unished them. Instead he sho!ed the correct !ay to ronounce it and he also encourage them to s ea" u . By

doing so, the student are able to re lace the schema. Adult guidance is im ortant in this theory. /n order for learner to gain #no'ledge easier, they must first recognise it as important information! %he more attention effectively directed to'ard 'hat is to be learned, the higher the probability of learning! %his begins simply by the teacher 'riting #ey ideas on the board and highlights the most important points! /t becomes more complicated as students determines 'hat is important! There are three stages of information rocessing model ./oolfol", 20012. The in ut enters a sensory register, then is rocessed in short3term memory, then transfer to long3term memory for storage and retrieval. According to this theory of learning, learner has to have meaningful information so that they are able to remember and it !ill be easier for learner to learn the "no!ledge. If meaningless learning is given, it is more li"ely that the learning rocess !ill not be stored in the long3term memory. In the class, the teacher relate the story (,y ,um( to their daily lives in order to ma"e the learning rocess more meaningful. The teacher as"ed the students to share stories of them !ith their mother sho ing. This enable them to relate to the story told and that they !ill remember the al habet (m( better. In the class the teacher also as"ed !hether they "no! !hat is a sho ing mall, the students all do not have a clue of anything. This is because ing mall, the teacher said sho . All the students !ere able to students from the rural area seldom go to big to!n so it is meaningless to them. Instead of sho relate because there are a lot of sho there in Ka it. Social constructivism is also seen in the class I have observed. 4onstructivists focuses on learning as a social activity. ( Constructivist and conceptual change perspectives on learning have given rise to a number of models of constructivist classroom teaching. Motivation has been recognized as an important factor in the construction of knowledge and the process of conceptual change, so one could expect that motivation strategies would be integral components of constructivist-informed teaching" ( almer, !""#$ . In the class I have observed, the teacher "ee s encouraging the students to ma"e the honeme sound. ,otivation is im ortant because children are afraid of the

authority and if there is no motivation they !ill not dare to try to do anything. Social ex eriences are also believed to be more relevant in a student+s daily lives rather than !hat is taught in school and certain things that ha en in our daily lives de end on our ex eriences .,o", 20052. It !ill develo a logic sense in a learner+s mind. In the story (,y ,um(, the teacher as"ed the students to redict !hat did the mother do after she has found all that she !anted to buy and the students ans!er that the mother have to ay before she leaves. This sho!s that learner+s daily lives encounter !ith the outside lives lays an im ortant role in their education as !ell. Through the rocess of ada tation, !hich is assimilation and accommodation, informations are al!ays stored accordingly . /oolfol", 20012. It is hence im ortant for instructional designers to thoroughly analy$e and consider the a ro riate tas"s needed in order for learners to effectively and efficiently rocess the information received. 4onstructivism focuses more on ho! the learner construct their o!n meaning. They as" 6uestions, develo ans!ers and interact and inter ret the environment. By doing these things, they incor orate ne! "no!ledge !ith rior "no!ledge to create ne! meanings. Students are encourage to thin" inde endently. In the class, students are encourage to thin" and be res onsible of their o!n learning. They are taught to thin" in a higher order among themselves because they are being re ared to faced the challenges that come in future. The teacher in class as"ed 6uestions that !ill influence their res onse. This challenges the student to analy$e, #ustify and also defend their ideas. Social constructivism also engage students in meaningful learning. This theory enable students o 20082. In conclusion, as a teacher, different ty es of leaning theory should be learned because different individual learn differently. In a class that consist of different individual re6uire different theories as to control class and also teach the students. -ven though each theory has its o!n !ea"ness, by incor orating it together, ositive results can be achieve. ortunity to ex ress their ideas and o inion !hile relating it to real3!orld situation . 7almer,