Positive Learning Essay Example

  • Category:
    Education
  • Document type:
    Assignment
  • Level:
    Masters
  • Page:
    2
  • Words:
    893

5POSITIVE LEARNING

Positive Learning

1. What might be some implications of the results of the Lewin, Lippitt and White experiment for education?

Lewin, Lippitt and White’s experiment explored the impacts of autocratic, democratic, and laissez-faire leadership styles on the aggressive behaviours exhibited by children. Their findings indicated that boys within the autocratic category tended to exhibit more hostile behaviours and spontaneous aggressive behaviours. The experiment has significant implications on learning, as it shows that leadership influences aggressive behaviour among learners. In particular, the experiment revealed that democratic leadership style was the most effective. It increased the possibility of cooperation and participation, as it encourages autonomous play and self-directed learning. Within the context of learning, it can enhance learning, as it encourages participation and cooperation.

On the other hand, excessive autocratic styles was found to trigger revolution, while under a Laissez-faire approach led to a situation where the participants were less coherent in their work as well as put minimal effort than when actively led. What these also imply is that voluntary learning associated with democratic participation of learners in the learning process is effective for learning.

2. What might be some implications of the results of Stanley Milgram’s experiment for education?

The Milgram experiment established that a majority of most individuals tend to show greater willingness to obey those in authority than their personal objections. The experiment assessed the willingness of participants in the study to obey an individual who had been assigned the responsibility of instructing them to perform certain acts that were in conflict with their personal objections or conscience. The findings have significant implications on learning, as they show that learners are likely to follow the teachers’ instructions, in spite of whether it violates their moral beliefs. They also show that learners have a propensity to obey those in authority, such as the instructors, despite of whether the instructions from the teachers are destructive orders and contrast their moral principles and conscience. However, once the learners have showed acceptance to be instructed, responsibility should be relinquished to them before being allowed to reflect and identify what is wrong or right. Such a process can be used in teaching ethics.

3. Approaches to classroom management. Teach the others about the assumptions and techniques of the model you have read about. In this way, will be exposed to all 3approache

The three approaches to classroom management include the interventionist approach, interactionist approach, and non-interventionist approach or the guiding model. The interventionist approach requires the use of high control approaches. Here, teachers take control, develop the rules and focuses on students behaviour change through behaviour modification, instilling assertive discipline, ensuring positive behaviourism and punishment to ensure positive discipline.

The interactionist approach consists of medium-control approaches, such as cooperative discipline, non-coercive discipline, logical consequences, judicious discipline and positive classroom discipline. Here, teacher and student share responsibility for control by developing some rules with student’s assistance.

The non-interventionist approach is also known as the low-control approach and consists of instilling harmonious communication in the class, instilling discipline as self-control, teaching the students with logic, love and care and inculcating their inner discipline. Here, the primary responsibility for controlling the classroom is left on the students. Students come up with the rules, although with the guidance of the teachers.

4. Why do teachers get it wrong when stressed?

Teachers are likely to be psychologically stressed due to social issues, financial constraints and work pressures. A fundamental consequence of this is that teachers are likely to get it wrong when stressed. Stress causes teachers to be less attentive and less effective, as the health could be critically affected. This in turn adversely affects their students’ learning and the learning environment. Stressed teachers are less likely to concentrate in their teaching, as they may be distracted by alternative means to eliminate stress, such as alcohol abuse. In turn, alcohol abuse may lead to frequent absence at school without explanation, teacher lateness, cases of interpersonal conflicts and lastly poor performance. Additionally, they may become less motivated due to high work pressures. In addition to these, the teachers may as well lose confidence in the work, as they begin to perceive themselves as less competent and their work as taxing and demanding.

5. Discuss in your online group what schools could stop doing, or begin doing, to provide for the legitimate needs of very challenging (D) students. to end disruptive behaviour

An effective ways of eliminating students’ disruptive behaviours is by preventing the incidence or even escalation of the disruptive behaviours from the beginning through a proactive and systematic approach called school-wide intervention. The approach focuses on the prevention of the development of disruptive behaviour and suggests that the school leadership should provide the required support for managing the existing disruptive behaviours. The school leadership identifies the disruptive students, and includes the students in proactive school-wide behaviour interventions. The involvement of the students may be through creating student organizations for behaviour improvement, providing the students with an opportunity for self-reflection and inclusion of students, through their representatives, in formulating and implementing school wide policies for student behaviour.

The school leadership also identifies the students and speak informally with them to listen to their concerns and discourage them on interruptions and communicating to them the expected school behaviours. Additionally, they can be invited to take part in co-curricular and extracurricular activities.