Thoughts About Teaching/Learning

Schools of Thought 💭

Schools for thought give clear and direct presentation strategies to cognitive investigation and outlines for the educational process. If we want to increase educational opportunities and outcomes for all students, we need to start utilizing what we know about mental functioning, or "how pupils think, learn, and stay on task and engaged." Within the classroom, the teacher must employ a range of methodologies and perspectives. In this essay, I will discuss the many schools of thinking; discussing the consequences of that school of thought in classroom practices, and giving some instances of how I intend to apply these theories in my own classroom.

Let's begin by emphasizing the significance of an inquiry-based learning strategy. The fundamental level of the inquiring-learning theory is learner planning. Students should understand that the primary goal of inquiry-based instructional activities is to develop secure learning skills in conjunction with engaging and positive thinking. Many schools will provide standard plans and instructions for participating in inquiry-based learning exercises and activities. In this case, students may engage with a common instructor who can aid them in identifying a variety of interesting and accessible resources. Teachers can choose a curriculum-based subject that corresponds to the interests of their students and that matches students’ backgrounds or experiences.

Disinterested pupils can be clearly identified in the classroom; these students enter the room, drop their books or pencils, and slide into resting positions while they should be working. Their lack of interest is seen on their faces and in the work they do. A teacher can keep such students engaged in the content in a variety of ways. Let's start with extrinsic motivation, which is an action motivated by rewards. Extrinsic motivation involves the use of prizes or other motivational stimuli and incentives, such as positive commands and presents, to encourage students to stay on task. This type of encouragement is used until the student understands the desired behaviour instinctively. Then there's intrinsic motivation, which occurs when a learner performs without expecting any external or external rewards, and it happens because of inside motivation, which is a love of learning. Teachers embrace this tendency, seeing it as an opportunity for students to discover, learn, and realize their full potential.

As a result, being an effective teacher necessitates the use of creative and new teaching methods to address the unique needs of each student. For this, a teacher who wants to create ripple effects in her pupils' minds should use a variety of implications and concepts in her classroom. This is what I do in my classroom as a teacher. I understand that there are various types of students, including fast learners, slow learners, motivated students, and unmotivated students. For this reason, I incorporate all of these essential theories and implications into my lessons to ensure that I am able to reach each student in the most effective manner possible and that I have achieved a successful learning process.

As teachers, we encounter a variety of students who are uninterested in learning anything new because they believe it would not benefit them. I once encountered a student who was unconcerned about learning Chemistry, claiming that chemistry and reactions wouldn’t be useful to him in his future work. He didn't bother others, but he drew puzzles during every chemical class. I tried all I could to keep him interested, but nothing worked. I chose to employ extrinsic motivation, so I offered him prizes for good test marks and added grades for him when he returned an assignment. A few weeks later, I observe improvement in his work. One day I raised a simple question for every student in the class, this question made this student think differently. My question was: How acids can be found in human bodies even they are sensitive? Immediately he raised his hand and he answered about Gastric juices and their reactions. Relating the importance of Chemistry in real life was the intrinsic motivation that made this student always engaged and loved what he was doing.

Teaching is more than just knowing what to say and how to say it. Finding appropriate theories, approaches, adopting a good philosophy, and a well-prepared strategy to put through with the students and make a difference for them to develop and create curiosity and a love for learning and keep them engaged in the material given is all about finding suitable theories, approaches, adopting a good philosophy, and a well-prepared strategy to put through with the students and make a difference for them to develop and create curiosity and a love for learning and keep them engaged in the material given. Gifted and skilled classroom teachers devise ways to accomplish this in order to provide the best, most appropriate, and happiest classroom atmosphere possible. For sure that classroom standards differ from one culture to the next and from one location to the next, so all teachers must examine how to implement these components and elements in ways that are both beneficial to them and to the students.