Teaching philosophy tends to be very similar from person to person. However, it can also be very different from student to student that is preparing to be a teacher as well as the teachers who have complete their requisite teaching degrees. This is because what motivates these teachers can obvious vary from person to person and there are also a number of different theories and ideas out there that inform and influence the field of teaching. This obvious leads to a number of different perspectives and potential outcomes depending on the learning needs of each student and the overall dynamics that are present in a given learning environment. While the facets of each learning situation can vary, the ultimate idea behind teaching should be to use behaviorism as a way to get students to work and function together as isolation and people not jelling is the antithesis of what any teacher should want. Analysis

As indicated in the introduction, the values and beliefs that influence and inform a person's beliefs and teaching styles when it comes to becoming or being a teacher will obvious vary even if the details of what informs that differs from person to person. Also as indicated in the introduction, the ultimate goal of creating the best learning environment is to make sure that everyone is learning. Of course, different students require different methods and motivations and learn each in their own ways (Stevan, 2014). Even so, those different students and their different perspectives can be molded and meshed in a way that leads to a good learning environment for many. Of course, behaviorism can be and should be the main underpinning facet of the learning environment and paradigm, both at a high level and for the given situation for the student in question. As described by the University of Tennessee at Martin and their philosophy directory, behaviorism is a movement within the psychology sphere that focuses on both psychology and philosophy and it focuses on the outward behavior aspects of thought rather than the inward and experiential aspects of thought. The main person behind this theory was a man named John B. Watson. His treatise on the subject in 1913 made it clear that there can be a bit of scientific method that could and should be applied when it comes to shaping and influencing outward expressions of behavior. A good amount of what Watson forwarded and advanced was both rejected and accepted. Part of what was accepted was the idea that computational processes of cognitivism would be public and objective, which is not all that different from what Watson was asserting (UTM, 2016). Regardless, there are core competencies and lessons that everyone in a healthcare learning environment needs to listen to an absorb. No less than the World Health Organization has said precisely that (World Health Organization, 2012). While learning styles and getting people involved may seem to be too basic and introductory to some, it sets the stage for all over stages of learning and performance and thus it should not be skipped. The growing virtual learning environment, which shall be mentioned at the end of this report, is just one example of what has to be handled and accounted for further down the proverbial chain. It is important for all teachers to have a firm understanding of the people and learning environments that they will have as part of their teaching and thus make sure that their instructional design matches what is required based on those facets (Hart & Passmore, 2014).

To extend that to a healthcare and teaching paradigm, there are a few things that become clear and obvious. Indeed, when someone acts in a certain way, there are certainly motivations and ideas that are influencing that behavior. There are a variety of things that could be pushing that behavior but there is an objective "type" or "idea" behind what is causing someone to behave a certain way. What cannot be allowed for is wild assumptions and presumptions about what someone is thinking and why. While indicators and clues can point people in a given direction, going too far with those clues and assuming too much is dangerous as well. Indeed, there is so much regarding behavior and reactions that is assumed and thought to be know and it is really all a bunch of fiction. Beyond that, there are many people whose logic and ideas when it comes...

In other words, a proper teacher will know what to look for. Beyond that, they will know what can be extrapolated from a given manifestation of words or other behavior and what requires a little more digging (OWL, 2016).
An example of this in action can be seen in both learning and healthcare employment environments. Some people, for example, are naturally quiet and reserved. Some people assume that this is borne of shyness and that is entirely possible. Other people, though, assume the worst when it comes to quiet people in general. Indeed, when someone "snaps" or shoots up their workplace, the pejoratives and labelling about the person being "quiet" seem to come out of the woodwork. However, an educated person knows that outward expressions of behavior need to be assessed and labeled in an objective way, thus keeping with behaviorism. While there are indeed multiple reasons why that person may be reserved, the real reason needs to be fettered out so that the best and proper reaction can be utilized. The likely, but not certain, reason for the shyness is that the person is just that ... shy. However, it could also be that the person is new to the situation, does not know anybody and is just a little gun-shy about speaking out and perhaps embarrassing themselves. Regardless, a good way to both test that theory and at the same time draw out the good feelings and trust in that person is to give them easy ways to ingratiate themselves to the group, become comfortable and thus integrate with the rest of the people there. If there is any movement or action on the part of the wider group that sabotages this integration, it needs to be quietly and adeptly shut down so that the new or shy person does not retract from a social or participatory standpoint. Any healthcare learning or work environment that is constructed well should not have people engaging in such intentional or unwitting malfeasance. Even so, a proper leader or facilitator will know what to do, what to shut down and otherwise how to react (LRC, 2016).

The other side of the proverbial coin described above should be remembered when it comes to either a learning or work environment. Indeed, while some people are shy and reserved and while some reactions to this happening can be counterproductive or even hostile, there are actually those people that are a little too pushy, assertive and eager to be the center of attention or the team dynamics of a group in general. Those people need to be managed as well, but in the same way. Indeed, people that are like that are themselves acting like that for a number of potential reasons. While many to most of those reasons are innocent and not insidious in nature, the presence of someone who monopolizes attention or otherwise shuts out people that are unwilling to rock the proverbial boat, for any reason, is not a good thing. Shy and more quiet people in general are the most likely to be affected but everyone in such situations is affected to some degree. Whether one is speaking about a learning environment or a work one, there needs to be a diverse and free flow of ideas as allowing otherwise leads to groupthink and less idea generation than what would happen if everyone is able to get their two cents in, so to speak. In keeping with that idea, it is key to make sure that everyone participates. Sometimes, this can take a little facilitation and coaxing. However, it is worth it to show someone that is reserved and perhaps hesitant to put themselves out there. If the leader or facilitator of the group does their job, that person will not be forced to recoil when their ideas are finally revealed as the larger group will welcome the idea and help process it, just like any idea from someone else. Keeping this flow of information coming over a period of time improves the dynamics of a learning or work environment in that everyone has a voice, everyone is able to speak about what they are concerned with and no one person is taking up too much of the spotlight. It is indeed a struggle sometimes to get quiet people to speak or loquacious people to back off a bit. However, it is possible to guide that mindset without being overt and confronting about it (ASCD, 2016).

While the above points and philosophy may seem fairly basic, there…