Classroom Theory

Paper Summary:

In this article, the writer notes that a variety of learning theories are available to assist teachers in determining the most appropriate means to deliver classroom instruction. The writer explains that behavioral, cognitive, and humanistic learning theories each utilize a different approach to explain how individuals learn. These theories also define different roles for both teachers and students within the classroom and during the learning process. This essay considers behavioral, cognitive, and humanistic learning theories and looks at how they can be applied in an eleventh grade trigonometry classroom.

From the Paper:

"In an 11th grade trigonometry classroom, the teacher could use the behaviorist approach by providing students with rewards, such as candy or free time during class, for mastering a concept or completing homework on time. Conversely, the teacher could use punishment, perhaps in the form of staying after school, to discourage late assignments or failure to work during class.
One of the reasons why students sometimes cannot appreciate math is the fact that many of them view the subject as having no real use in the real world. To make students more receptive to the concepts they are being taught, they need a better understanding of the practical applications of math. The teacher can explain how trigonometry is essential in building or creating new technology."

Sample of Sources Used:

• Huitt, W., and Hummel, J. (2003). Piaget's Theory of Cognitive Development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved May 27, 2007, from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
• Jarvis, P. (2003). The Theory and Practice of Learning. Abingdon, Oxon: Kogan Page Limited.
• Lodico, M.G., Spaulding, D.T., and Voegtle, K.H. (2006). Methods in Educational Research: From Theory to Practice. San Francisco: John Wiley & Sons, Inc.

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