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...
Childhood phobias usually disappear before adulthood. However, those that persist into adulthood rarely go away without treatment." (Gersley, p. 1) This imposes a considerable responsibility upon the mental healthcare community find ways of identifying the roots causes of phobias and altering the behavioral patterns that cause these phobias to become ingrained. Hickey (2009) indicates that these root causes are often of a traumatic nature and that subjects tend to engage
Behaviorism in the 20th Century System of Psychology Behaviorism The purpose of this work is to provide an outline of Behaviorism, which, is a major system of psychology in the 20th Century. Further the work will provide a substantive treatment of the supportive and critical perspectives associated with the system. Finally this work will include the applications of dualistic activity vs. monistic passivity, source of knowledge: self-generative vs. sensory and mentalism vs.
Behaviorism activity: Written -- Behaviorism Essay Context: Behaviorism a great impact Core Knowledge Planning Objectives philosophies. In assignment, expand discussion earlier activity fully articulate behaviorism impacted philosophies. Behaviorism and its influences According to E.D. Hirsch, the content of education does matter when educating children. Contrary to the notion that students merely need to 'learn how to learn' and subject matter is irrelevant, Hirsch's concept of Core Knowledge is that certain aspects of cultural
Skinner also proposed a full social model of an ideal society based on his principles of behaviorism. The growth of cognitive psychology (aided in no small part by advances in neuroscience and medicine) has served to both discredit many behaviorist claims and to bolster the theory in the eyes of some through an incorporation of cognitive theories (Graham 2010; Mills 1998). Focusing explicitly on how the mind processes, stores, and
Behaviorism and Childhood Development: An Educator and Parent's Perspective "Haven't I told you a hundred times," says a parent to an errant child, "not to put your muddy shoes on the sofa!" Yes, a behaviorist might note, the parent has told the child to do so -- but the parent has not taught the child, only told the child. The act of telling the child not to muddy the sofa in
This interest was initially dispersed, being higher among some children and lower for the angrier and more depressive children. Still, with sustained efforts, the second category of children also registered an increase in its interest towards education. From the theoretical standpoint, this change can be explained by the efforts to stimulate children education. These efforts were directly made by the interns and the volunteers at the summer program, and
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