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Compare and compare the behaviorist perspective

Behaviorism is the theory that states that individuals can be educated through the use of reward and/or punishment (Prida, 2008). This theory often consists of the use of drill-and-practice as the key form of training (Prida, 2008). The school of thought of the behavioral approach focuses on understanding observable and measurable behaviors. It looks to see what people do- the way they react, not what they think or feel. This process describes instructional goals in specific, behavioral, observable terms. Using drill-and-practice, the ultimate goal is immediate, recognizable changes in tendencies. This is the basic premise behind Applied Behavioral Examination (ABA). The instructor's role is to provide structured material and formally examine student's knowledge of it. The teacher is the emphasis of presentation and discussion. Work assigned is also generally organized in nature, usually from textbooks, departing little room for deviation. Specific work is submitted directly to the trainer for review. Organised assignments are directly linked to learning targets and there is little if any cohort discussion. In regards to assessment, individual assessments and performances are given to demonstrate mastery of products, activities, and techniques. Emphasis is over a few summative products and shows.

Constructivism is the educational theory that views children as "little specific experts" (Prida, 2011). With constructivism, students are allowed to explore their environment, interact with it, and learn from it. The constructivist educator will there be for students to visit when they are in need, not the leader that strictly directs and everyone must follow. Constructivism acknowledges the dissimilarities amongst children and their individual needs; not everyone discovers the same things at the same rate or with the same decrease. Each child may learn something different or create a different view from the same experience. Learning styles (visual, auditory, kinesthetic) are even considered with the constructivist methodology. It's important for teachers to acknowledge the different learning styles and invite the chance for students to work with them as much as possible. The constructivist approach encourages learners to get knowledge and interpretation of the world through their own unique experience. The instructor's role is to construct a learning environment and assist and support students as they explore it. Meaningful activities are what create lasting learning and experience. Interaction, reflection and collaboration among sets of learners is highly prompted. The student's role is to explore the learning environment and also other students also to create interpretation from learning encounters and also to apply knowledge in privately meaningful contexts. There is fantastic emphasis on conversation and cooperation among sets of students. Assignments mirror more of a "real life" environment as opposed to strictly textbook. Studies (verbal or written) on dynamic encounters or activities are commonly used to determine learning. Assessment is integrated throughout the curriculum rather than in last or standardized methods.

I personally feel that both behaviorist and constructivist procedure can be beneficial, given the individual needs of every student. I would personally gear my school room more towards a constructivist strategy because it consists of student connections, which gets the students actively employed in learning. This process acknowledges that not all students learn in the same manner and often study from various relationships. The constructivist approach also utilizes various tools, such as technology, literature and manipulatives. This process also fosters real-world experiences in learning alternatively than just concentrating on "scripted words" from a textbook. I believe the constructivist procedure really stimulates and fosters students to be able to associate interpersonally.

On the other hands, I believe the behaviorist approach can be beneficial to students with behavioral issues, who need more strict guidelines rather than as much freedom in their learning due to the drill-and-practice nature (as well as positive and negative reinforcement) of the form of education. In behaviorism, it is presumed that habit is discovered, and because of this, all action can be unlearned and new conducts learned in its place. Behaviorism views development as a continuing process in which children play a fairly inactive role. Behaviorists think that the only real things that are real are the things we can see and observe. We cannot see the mind, but we can easily see how people respond, react and act. However, I really do believe in some instances that the patterns can be stemming from a far more physiological (i. e. , Autism) instead of exterior cause (child misuse). Behavior does indeed impact learning and a good deal can be learned about a child through their action. The Behaviorist philosophy in addition has developed many excellent method of disciplinary methods and classroom management techniques. Many ideas and perspectives have surfaced from the behaviorist procedure, but I believe it might be most conducive to students with special needs, whether it's autism or students suffering from some kind of abuse or lack of parenting. Behaviorism aims to approach lower level capabilities before higher level abilities, so in a way, Personally i think that behaviorism reduces a student's true capabilities.

This is an extremely fine line for me personally to be partial to either one of the two theories because I am going for my Masters in Early Childhood and Special Education to do Early on Treatment Applied Behavioral Evaluation (ABA) therapy, which really is a form of Behaviorism. So, I really do have a particular involvement in this school of thought. However, easily were to teach a general education classroom, I would absolutely use the constructivist strategy.

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