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EDU10004

Assignment 2: Essay – Learning modes

Introduction

Learning has plenty of forms so teachers are supposed to think and draw on different learning
methods for children based on various learning modes and theories. Each child has a

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different way to gain knowledge. Educators should find the most effective way of learning
for each child according to their situation. Teaching and Learning theories provided so many
strong foundations for practical educational strategies in real learning contexts. A discussion
on the research in learning modes which is problem-solving and motivation conforms with
the teaching and learning theories that humanism and behaviourism. Behaviourism has been
throughout the contemporary educational settings. It focuses on how the learning of children
to be influenced by external stimuli and reinforcement. Humanistic education is an approach
to helps children believe in self-learning and self-potential development (Rich Churchill
2019). They are seemed to be contradicted but interconnected. Behaviourism and humanism
are two psychological perspectives on human behaviours. All children have their own
weaknesses and strengths in the learning environment so there is no perspective that is one
hundred percent correct. By comparing and discussing the learning modes which are
Problem-solving and motivation based on Behaviourism and Humanism, we will be
understood what position they will be in the teaching and learning context today.

The Practice of Teaching

Teaching can be defined as a process that concerted sharing of knowledge and experience,
which is usually organized within a discipline and, more generally, the provision of stimulus
to the psychological and intellectual growth of a person by another person or artifact (Maria
Antonietta Impedovo & Rosa Iaquinta, 2013). Defining learning is not an easy proposition,
but it can be understood as a process of engaging and absorbing knowledge in order to build
mental models of the world (Michael. N & Laura. S 2016). In many situations, learning is
taking place in the teaching context, so there is a strong connection between learning and
teaching in an educational setting, such as at school. The educational context in the twenty-
first century, teaching that focuses on transferring knowledge rarely takes into account the
experiences and needs of children. A challenge for contemporary educators is understanding
learning and learners for more effective teaching achievement (Michael. N & Laura. S 2016).

Motivation (behaviourism)

The main principle of behaviourism in teaching is the behaviours of children are affected and
motivated by environmental conditions and external stimulations. Behaviorist perspectives
focus on regulating children’s motivation by classical conditioning and operant conditioning
which includes the children’s learning of involuntary emotional or physiological responses.
And rewarding for good behaviours and punishing for bad behaviours. Induce children to do
the desired behaviour and achievement by establishing connections between stimuli and
responses is the usual way in contemporary educational contexts. For example, educators
always send children to wash their hands before lunch time. Over time, children will be
getting ready for lunch initially when educators ask them for washing their hands at noon.
This type of learning occurred by building a trigger between the stimuli and response.
Children unconsciously learnt due to involuntary emotional and psychological responses. It is
a good proof for classical conditioning explanations by Pavlov. Although classic conditioning
is able to support the learning of children, it is obviously an instinctive learning and
unconscious motivation. Learning is a complex process especially in the real life. B.F Skinner
has a different opinion. He believed that learning was not the passive process described in
classical conditioning and it is an active process. The learner is not the object or trigger that
produces changes in behaviour (Gray. C & MacBlain. S 2012). Operant conditioning is

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another critical form of learning stated by B.F Skinner which is a type of learning where
behaviour is controlled by consequences. The consequences of behaviour generate changes
that will increase or decrease the possibility that the behaviour will reoccur (Michael. N &
Laura. S 2016). The word ‘reinforcement’ is the core in operant conditioning. Reinforcement
can be both positive and negative. It was widely used to navigate children to learn desired
behaviour and achievement or avoid undesired behaviour and habit in teaching setting. For
instance, the educator will reward a flower sticker if the child tidies up the classroom
appropriately in specific routine time. Over time, children will realize the voluntary packing
up can get a sticker. Rewards (positive reinforcement) can promote the motivation of children
to achieve the outcomes that educator hopes. Inversely, punishment (negative reinforcement)
is able to remove an undesired behaviour from unpleasant events or experiences. Such as in
group time, you will be not allowed to stay in the group if you are disturbing others. Over
time, children are able to consciously avert undesired actions in group time. In other words,
the educators may build a sense of surveillance by starting at a child until the child performs
the desired behaviour, thereby eliminating the uncomfortable sense of someone watching
over them (Michael. N & Laura. S 2016). Therefore, educators widely utilized these theories
to design their teaching strategies in the classroom.

All learning theories and methods have their benefits and limitations. Behaviourist is based
on observable behaviours. It is more effective to quantify and collect data and information
when conducting research and it is clinically tested model. So behaviourists is a powerful tool
in providing explanations and clear evidences about a certain phenomenon (Rhed 2013).
There are some other learning approaches originated from behaviourism, such as Applied
Behaviour Analysis (ABA), Token economies and discrete trial training. They are all very
useful and valuable for the observation and measurement of behaviours for children.
However, behaviourism is a theoretical model but there are many other factors that would be
influenced in real life. Such as moods, thoughts and feelings. Behaviourism only considered
things that can be observable and measurable. In fact, there are various internal aspects are
significant for human capabilities of learning (Tom. K & Tom. H 1990). Moreover,
behaviourism cannot make children become intrinsic motivation for learning because of
rewards and punishment approach. Children likely become entirely rely on external stimuli
and lose self-development skills. This is one of the reasons some critics deem behaviourism
is dehumanising and unethical.

Problem-solving (Humanism)

Humanism is understood to be a learning theory of self-actualization and self-development.

This perspective was developed by Maslow and Rogers. They believe teaching is supposed to
focus on the children’s emotional wellbeing, needs, value and self-actualization (Crain,
William. C 2000). The theories of Maslow and Rogers are core of humanism. Maslow
created a hierarchy of needs that clarified the people have an innate drive to satisfy various
needs that he organised into a hierarchy of five levels. The learning needs to be met basic
needs before any higher levels can be achieved. For example, if a child cannot feel safe and
lack of food, water and rest. The higher-level psychological needs like friendship and self-
fulfillment needs like self-actualization will not be met (Michael. N & Laura. S 2016). There
is a strong connection to the theory of Rogers. He believes learning was about personal
growth and human have the potential and innate ability for learning in a supportive

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environment. So, for motivated learning development, establishing a supportive context for
the learning of children rather than psychoanalytic analysis to children. Contrary to the theory
of Behaviourism, the educator is no longer a core role, the position of educator will be a
‘facilitators.’ The learner will be the key role and they must focus on personal and emotional
development within a caring and supportive environment where learners need, desires,
personal values, self-perceptions and motivations are considered (Michael. N & Laura. S
2016).

Problem-solving is a learning mode of humanism. It supported children to be humanistic. In

educational settings, encourage children to think creatively and make decisions actively are
the basis of humanism learning. As we discussed above, the educator just a ‘facilitators’, so
they are not simply telling the children facts, they need to help them learn how to learn, to
learn the skills and processes and techniques of learning so that they can apply these skills to
any given content. For example, educators can create a safe environment for children to have
snacks, encouraging children to sit around educators and creating good relationships and
vibe, so children will trust speaking to the educator if they got any issues later. The educator
guided children made a trusted relationship with educators and children will decide whether
they ask for assistance when they need. Navigating children believe themselves. That is what
humanism and problem-solving are all about in educational contexts.

The most benefit of the humanism approach is to enhance the idea of self-responsibility for
children and being a child-centered approach. The priority of the children individual learning
potentials in order to support the development of personal identity. In addition, the humanism
approach will assist educators in more effectively set learning goals and design pathways for
children to reach their expectations. Such as providing a number of instruments for a child
who is interested in music and the child will make the choice which instrument he/she wants
to be good at. However, there are some limitations of humanism. Humanism is too subjective
when determining human behaviours, it means the theory assumes individuals are
intrinsically good, but the free choice is limited for some individuals, such as autism children.
Moreover, there is lack of evidence to prove the hierarchy of needs by Maslow is completely
correct. According to Maslow’s theory, the lower-level needs must be met first before
reaching the higher level. However, there are opposite examples that some prominent
scientists don’t have psychological needs such as rich intimate relationships and friends. But
they still made plenty of contributions and achievements by activating their potentials (self-
fulfillment needs) such as Newton.

The Place of Theory

Learning theories provide a basis to understand how people learn and a way to explain,
describe and analyse. It offers frameworks that help understand how information is used, how
knowledge is created and how learning takes place. In the twenty-first century, there is no
one theory that is separate, there is plenty of strong connections that exist between various
learning theories. For instance, both humanism and behaviourism require educators are
knowledgeable and experienced, they need educator design and guide children to achieve
their goals. Both theories are done in controlled environments. In other words, the educator is
the connection point between these theories, even they have completely different
perspectives. Therefore, utilize learning theories in multiple ways is the mainstream in
society. Educators are supposed to consider personality, social background (family
background) and cognitive during designing teaching strategies for children. Children should
be in an open-ended learning environment, they show different beliefs and acceptances based

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on their own experiences. Educators need to apply different learning modes as tools in
practice based on theories to create open-ended learning contexts. Children can make choices
and decisions according to their needs and expectations in these settings (Crain, William. C
2000). For example, educators set up a goal at the beginning of the year that spelling their
own name, encourage children to use any methods to reach the goal. The educator assesses
the achievements of each child in the middle of the year. Then educator re-direct children
again based on the results so that reach the final achievement at the end of the year.

Conclusion

In conclusion, learning modes based on theories will assist educators in more effectively
deliver knowledge to children. Some contemporary education still only concentrates on
theoretical curriculum which ignores the development of self-potential. Children are locked
into a learning framework and confront lack of opportunities for making self-choice.
Therefore, it is important to combine the multiple theories to design an appropriate learning
way for each child and reflect on how to utilize both internal and external stimuli,
reinforcement and navigation (Behaviourism and Humanism) for teaching are all qualified
educators should be considered. In addition, educators also should aim to establish an open-
ended educational context based on multiple learning modes and learning theories for
children.

Reference list

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Tom, Kramlinger., & Tom, Huberty. (1990). Training & Development Journal, volume
44(12), p.41. Behaviorism versus humanism - Document - Gale Academic OneFile

Kerri-Lee, Krause., Sue, Duchesne., Sandra, Bochner., & Anne, McMaugh. (2012).
Educational Psychology for Learning and Teaching (4th ed.). Cengage Learning Australia.
ProQuest Ebook Central - Reader

Sharp, A. (2012). Humanistic Approaches to Learning. In Seel N. M. Editor(Ed.),

Encyclopedia of the Sciences of Learning (pp.1469-1471). Springer, Boston, MA.
https://doi.org/10.1007/978-1-4419-1428-6_530

Gray, Colette., & MacBlain, Sean. (2012). Learning theories in childhood. London: SAGE.
Learning theories in childhood - Swinburne Alma-Primo

William, Crain. (2016). Theories of development: concepts and applications(6th ed.). London,
England; New York: Routledge. ProQuest Ebook Central - Detail page

Maria, Antonietta. I., & Rosa, Iaquinta. (2013). From Broadcasting to Transforming: The
Social Construction of Knowledge for Understanding Lawfulness. IGI Global publisher of
Timely Knowledge.
https://doi.org/10.4018/978-1-4666-2122-0.ch025

Michael, Nagel., & Laura, Scholes. (2016). Understanding Development and Learning:
Implications for Teaching. Oxford University Press. Understanding Development and
Learning (oup.com.au)

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