1)First of all, development theories can aid English teachers in comprehending their pupils'

motivations and actions. As educators, we aim to understand our students' learning

requirements better and develop closer relationships with them. Understanding how children
grow cognitively, emotionally, and socially enables us to adapt our teaching strategies to their
needs and would allow students to reach their full potential. For instance, if we are aware of
our students' cognitive development, we can carefully plan our teaching approach to promote
learning. We must avoid abstraction and explain things more concretely and hands-on if
pupils are more operational.
Second, development theories can assist English language instructors in identifying areas
where pupils could be having trouble with their learning. There are several learning styles
among students, and knowing where they are in their development can help us figure out why
they might be having trouble mastering specific language ideas. By identifying these issues,
we can modify our instructional strategies or resources to suit their needs better, promote their
development, and assist them in overcoming their learning difficulties.
Finally, development theories can give English language teachers a road map for developing
engaging, practical, and appropriate lesson plans. Constructivist theories of development,
particularly communicative language instruction, and task-based language acquisition, are
compatible with contemporary teaching strategies. The constructivist view contends that
active learning—as opposed to passive instruction—is beneficial for students because it
involves them in the construction of knowledge. Teachers can put this theory into practice by
creating objectives and activities that encourage teamwork, problem-solving, and the use of
language in context. Additionally, understanding how children form their attitudes and values
can assist English language teachers in developing pertinent classes that promote virtues like
respect and diversity in pupils.
According to Piaget's theory of cognitive development, people go through many stages of
cognitive development as they grow and mature. According to Piaget, people go through the
sensorimotor stage, the preoperational stage, the concrete operational stage, and the formal
active stage as they develop cognitively.
When a child is in the sensorimotor stage of development, which usually lasts from birth to
age two, they learn through interacting with their surroundings and honing their senses. A kid
might discover, for instance, that a toy creates noise when it is shaken or that pulling a string
causes a bell to ring (Hunkins & Ornstein, 2018, p. 37). The preoperational stage, which
generally lasts from two to seven years old, is when toddlers start to acquire language and
more sophisticated reasoning. For instance, a young toddler might be able to comprehend that
even if a dog doesn't seem like the other dogs they have seen, it is still a dog (Hunkins &
Ornstein, 2018, p. 40). Children learn to reason logically and comprehend abstract concepts
during the concrete operational period, which lasts typically from seven to twelve years old.
For instance, a young toddler could be able to comprehend that if six balls are present, but two
are removed, there are still four balls (Hunkins & Ornstein, 2018, p. 42).

Finally, people can think abstractly and hone complicated reasoning skills throughout the
formal operational stage, which usually lasts from ages twelve and onward. For instance, a
teen might be able to comprehend hypothetical circumstances and predict possible outcomes
(Hunkins & Ornstein, 2018, p. 43).
Overall, Piaget's theory contends that cognitive development is a steady process that happens
to people over the course of their lives in predictable stages. Educators can create effective
techniques to support children's learning and development by knowing these stages.

Reference:
Hunkins, F. P., & Ornstein, A. C. (2018). Curriculum: Foundations, principles, and issues.
Pearson Education. Harlow: Pearson.
2) The different factors that affect learning in schools are outlined in Figure 2.1 Factors
Contributing to School Learning, as given by Borich (2014, p. 43). Both internal and external
forces are categorized under this heading. These aspects will be thoroughly examined in this
presentation, along with concrete examples. Internal Elements:
When we talk about internal elements, we mean those that are specific to each kid. These
elements may come naturally or may be acquired over time. The following internal
components affect learning in school:
Cognitive Development: A youngster learns new information and abilities through cognitive
development. Because cognitive development affects how well a kid can learn and understand
concepts, it is crucial in education. For instance, a youngster with high cognitive development
can quickly understand the lessons provided in the classroom.
Motivation: The desire or readiness to carry out an action. As motivation influences how
much effort a student puts into studying, it aids in learning. An eager learner, for instance,
will put in more effort.
Learning Styles: Some pupils learn best visually, while others learn best audibly. Teachers
can better adapt their instruction to meet the needs of their students by having a better
understanding of the student's learning preferences. A teacher who understands that a student
is a visual learner, for instance, can employ visual aids to help the student grasp a concept.
Research-based approaches that increase student accomplishment have been identified via a
comprehensive study of effective teaching strategies. Several of these strategies that have
worked well in New York schools were discussed in a report by Pearson (n.d.). These
strategies are also listed in the video on Odtüclass, which is called "19 Effective Instructional
Strategies."
Formative evaluations are a proper teaching strategy. These tests are used by teachers to track
student's progress throughout the learning process and alter their training as necessary.
Students gain from receiving instant feedback on their learning, which enables them to fill in
any knowledge gaps before continuing.
The use of collaborative learning is another research-based strategy. This approach promotes
collaboration among students and cooperates, making them active participants in their
education. To encourage this kind of learning, teachers might employ a variety of techniques,
including group projects, peer-to-peer teaching, and classroom debates.
Technology use in classrooms is a different approach that has gained popularity and is
supported by research. With so many instruments in educational technology, teachers may
teach and evaluate pupils in novel ways. Students may be engaged by technology, their
interests and learning preferences can be tapped into, and individualized instruction can be
delivered.
Finally, giving prompt feedback enables students to monitor their development in relation to
learning objectives and remedy any mistakes. Teachers should strive to provide feedback that
emphasizes particular abilities or concepts and points out areas that want improvement.
Additionally, it's important to provide input promptly so that students can act on it.
In summary, good teaching practices can raise student achievement. Formative assessments,
collaborative learning, the use of technology, and timely feedback are just a few of the
techniques that have been proven successful in New York schools and can help kids in other
settings as well.

Reference

Pearson. (n.d.). Research-based effective teaching methods. Retrieved from

https://www.pearson.com/us/higher-education/products-services-teaching/learning-
technology/teaching-methods/research-based-effective-teaching-methods.html
3) In my ideal school, each student would be respected for who they are and pushed to realize
their full potential. I'd like to see humanistic and postmodern approaches applied at the school
where I work as an English language teacher. In this hypothetical educational setting, the
emphasis is on the individual student as a whole rather than just as a blank slate to be filled
with information. This strategy is grounded in the humanistic philosophy, which emphasizes
the significance of the learner's needs, interests, and values. The humanistic approach is
suitable since it highlights the inherent potential of every single student. It attempts to assist
students in discovering and developing these facets of their personalities and acknowledges
that each kid has special talents, interests, and skills. The method orients toward the "whole
person," and it believes that pupils are more than just intellectual beings; they are also human
beings with emotional and spiritual needs that must be met. Therefore, the emphasis would be
on developing a nurturing and supportive environment that supports their success. This
hypothetical school setting combines a humanistic approach with a postmodern viewpoint.
The traditional ideas of knowledge, truth, and authority are questioned by postmodernism,
which places a greater emphasis on the value of unique perspectives and experiences. Due to
its rejection of the conventional authoritarian method of education, which is based on a one-
size-fits-all approach, the postmodern approach is suited to the classroom setting. Instead, it
places a strong emphasis on the necessity of pursuing students' interests and passions and
developing a flexible curriculum that can be adjusted to meet their changing requirements.
The fact that this method takes into account these factors acknowledges how the student's past
experiences and cultural heritage affect their ability to learn. In general, a humanistic and
postmodern approach would be suitable for a hypothetical school setting because it promotes
students' personal growth and development and allows for the facilitation of learning
experiences that are focused on each individual student's special talents, experiments, and
abilities.
Hunkins and Ornstein (2018) state that "humanistic education is designed to meet the needs
and interests of the learner and to develop self-direction and self-actualization" (p. 28). The
personal relevance approach to curriculum building is one illustration of a humanistic
strategy. Hunkins and Ornstein (2018) describe this approach as one that focuses on "making
the curriculum personally relevant to students by relating content to their own experiences,
interests, and concerns" (p. 32). Instead of solely concentrating on conventional learning
objectives, this method emphasizes the significance of developing learning experiences that
are meaningful and relevant to each learner. Examining alternate viewpoints and approaches
to curriculum development may be part of a postmodern approach that challenges
conventional beliefs about knowledge and learning. Hunkins and Ornstein (2018) note that
postmodernism is characterized by a rejection of "grand narratives" and an emphasis on
diversity, difference, and hybridity (p. 39). An example of a postmodern approach to
curriculum design would be challenging conventional hierarchies and power relations in the
classroom or providing diverse views and alternate narratives in the curriculum.

Reference
Hunkins, F. P., & Ornstein, A. C. (2018). Curriculum: Foundations, principles, and issues.
Pearson Education. Harlow: Pearson