Teaching Strategies and Learning Environments
All educational professionals have a theory on what creates the most excellent learning environment and how individuals grow and develop. Furthermore, educators know that all children have learning demands that best cultivate and motivate their learning, as well as an understanding that individuals develop socially, morally, and physically. However, educators’ theories of establishing the best learning environment for people are neither expressive nor informative. Although many ideas exist that rest on a common foundation of cognition, the general assumptions and guiding principles vary between them. Some ideas stress the role of development; others are strongly linked with instruction; some emphasize motivation, while others are orientated toward essential learning and some toward applied learning (Slavin & Schunk, 2017). Despite the differences, one principle is specific: educational professionals must consider all aspects of the learning environment within a customized theory for their classroom. Educators should develop this theory with the knowledge of God as our Savior and follow His lead. “I will instruct you and teach you in the way you should go;
I will counsel you with my loving eye on you” (Psalm 32:8, NIV). A customized theory of learning and development to be employed in the future classroom of an elementary Christian educator is as follows.
Learning Theory and Its Importance
As Slavin and Schunk (2017) stated, learning is the ability to behave in a given fashion, which results from repetition and experience. Learning must include three criteria: endurance over time, occurrence through experience, and involvement in change (Slaving & Schunk, 2017). Therefore, learning theories are scientifically acceptable principles that bridge education and research. The rudimentary question of learning theory is how several learning principles occur in the human brain and body (Illeris, 2018). Without learning theory, educators would not be as effective in their teachings and methodology, and research findings would seem disorganized with no conclusion on the data provided. Past learning theories guide educational professionals in setting principles and creating specific environments. These critical theories describe the finest approaches to various aspects of education and learning. Also, educators must create their learning theories to clearly understand the principles they plan to implement in their classrooms.
Description of an Effective Teacher
“Instruct the wise and they will be wiser still; teach the righteous and they will add to their learning” (Proverbs 9:9). Living in the light of the Kingdom of God requires that Christians openly reflect on and embody ways of being faithful and consist to the central story of the Christian faith in their engagement with life in the classroom (Cooling & Green, 2015).
Furthermore, teaching can refer to the profession of one who teaches; however, teaching should be the deliberate act to attempt to bring about learning. According to Van Brummelen (2009), teachers must act as artists, technicians, facilitators, storytellers, craftspeople, stewards, priests, and shepherds or guides. Elementary education teachers must play various roles in the education system due to the large amount of time they spend with students and trying to incorporate Christian approaches. Vygotsky and Bandura’s learning theories all contain aspects included in this customized theory of learning and development and other principles.
First, an effective teacher should use Vygotsky’s zone of proximal development in which the teacher should lead the learning child (Illeris, 2018). Learning should be closely related to teaching as something that can be directed and supported, not just from somewhere inside the learner. Learning challenges should be designed so students face a challenge that aligns with their zone of proximal development (Kay & Kibble, 2015). Next, an effective teacher should understand that modeling and observational learning are vital principles to apply in the elementary classroom. Bandura believes the role of the teacher should be very active (Kay & Kibble, 2015). Elementary educators should understand they are role models to the young learner’s minds. Kay and Kibble (2015) state that teachers should ensure students are paying attention and see and hear the consequences of desirable and undesirable behavior.
Another principle applied to the customized theory of learning and development that encompasses an effective teacher involves parent involvement. Parental guidance is created at birth and maintained until the child enters the school system. Elementary educators can only impart so much of an understanding of morals and principles in a learner’s life because they are only with them for a portion of the day. Hence, parents and guardians must play a large part in the lives of the children. A positive correlation between parental involvement and learning outcomes has been found (Ma, Shen, Krenn, Hu, & Yuan, 2015). Therefore, an effective teacher should provide curriculum activities that include family or guardians inside daily classroom events and extracurricular occasions. Incorporating the named principles and setting an example as our Savior did encompasses an effective educator.
Description of an Effective Learning Environment
“The heavens are yours, and yours also the earth; you founded the world and all that is in it” (Psalm 89:11). God provided the Earth, and thus, we must cherish and protect the environment.
This principle can also be applied in the classroom by making the learning environment inviting and safe. An effective learning environment includes direct instruction, technology, motivation, and classroom management. First, direct instruction can be effectively applied by being adaptive yet staying within the learner’s zone of proximal development, encouraging independent learning, taking each student’s learning profile into account, and collaborating with other elementary education educators, all while structuring class time to reach a clearly defined set of intentions (Slavin & Schunk, 2017). Next, applying technology in an elementary classroom may be difficult, depending on the school’s funding and supplies.
However, playing educational games on computers, taking virtual field trips, and adding videos, graphs, and short instruction videos into the lesson are ways to implement technology. The strategies can be used to diversify the classroom rather than just standing and lecturing the young minds. Third, motivation and student engagement go hand in hand as another principle for an effective learning environment. Students are more motivated to learn when they feel as though they are involved in the process. In a study by Meng and Munoz (2014), elementary school teachers indicated that student engagement was the most critical characterization of an effective learning environment. Allowing the learners to engage in activities by teaching other students and having students do projects on ideas not yet presented in class are some examples of how this method can aid in an effective learning environment. Finally, classroom management includes setting class rules, using verbal praise and reminders, and applying consequences to bad behavior (Slavin & Schunk, 2017). “For whoever keeps the whole law and yet stumbles at just one point is guilty of breaking all of it” (James 2:10).
Furthermore, Piaget, Kohlberg, and Vygotsky’s learning theories also have principles that can aid in an effective learning environment. Piaget’s theory of cognitive development recommends that educators mentor the students by sharing the learning environment and encouraging students to be engaged (Kay & Kibble, 2015). Also, understanding which level of Kohlberg’s theory of moral development elementary students are in can help create an effective learning environment. Other individuals set down residuals at the pre-conventional level, encompassed by stage one (Slavin & Schunk, 2017). Therefore, learners accept the rules set before them and try to obey the rules to avoid punishment. Finally, an idea of Kohlberg’s notion of social learning is scaffolding. Scaffolding is the assistance provided by competent peers or adults to increase student learning in the classroom (Park, Tiwari, & Neumann, 2019). An effective learning environment includes principles of past learning and new philosophies, such as technology.
Actively Including and Engaging Learners with Diverse Needs and Exceptionalities
“For the whole law can be summed up in this one command: ‘Love your neighbor as yourself'” (Galatians 5:14). As stated in the Bible, we must welcome, nurture, and educate learners with diverse needs or exceptionalities because we should treat others how we want to be treated. According to Van Brummelen (2009), educators can implement some ideas to help optimize the learning of children with diverse needs and exceptionalities in the regular classroom. First, teachers should adjust learning and management strategies as soon as a learning or behavioral problem is realized, and if the problem persists, reach out to a school resource person. Also, educators should collaborate with the school’s resources to develop effective learning strategies. The teacher is ultimately responsible for the student’s learning and should use all resources available to provide the best education. Finally, teachers should continue to plan to accommodate different learning styles and abilities, taking note of students with expectational and diverse needs (Van Brummelen, 2Inll, in a customized theory of learning, educators should do as He did and provide the best without judgment or harsh words and treat the students no differently than others.
Addressing Behavior and Character Development
“But the fruit of the Spirit is love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness and self-control. Against such things there is no law” (Gal. 5:22-23). The Fruit of the Spirit He created examples to address behavior and character development.
Character education nurtures habits of action and the mind and heart (Van Brummelen, 2009). Educators must not only be role models showing these character qualities, but they must also validate why they advocate for those values. Van Brummelen (2009) believes that teaching matters and morals can accomplish the importance of children identifying what to do and what are valuable morals.
“And you must love the Lord your God with all your heart, all your soul, and all your strength. And you must commit yourselves wholeheartedly to these commands that I am giving you today. Repeat them again and again to your children. Talk about them when you are on the road, when you are going to bed and when you are getting up” (Deut. 6:5-7). As shown, His word makes it evident that God calls individuals to enculturate in students a way of life that supports His values (Van Brummelen, 2009). Thus, teachers cannot avoid teaching values and morals in their curriculum. An excellent theory for describing behavior and character development is Turiel’s moral domain theory. The idea comprises three distinctive components: social, psychological, and ethical. The three domains progress in parallel and co-occur. When the learner tries to recognize the three domains, development occurs place.
Engaging Students in Learning, Building Self-Efficacy, and Motivation
Motivation can be defined by Slavin and Schunk (2017) as “the influence of needs and desires on the intensity and direction of behavior” (p. 272). All children are motivated but not always encouraged to learn. Motivation gets and keeps one going and determines where one goes. Educators should provide a great deal of intrinsic and extrinsic motivation in their theories of learning and development to engage students in education. Maintaining curiosity and setting challenging tasks are examples of one way to engross students in the lesson (Slavin & Schunk, 2017). Also, using various presentation methods, from videos to lectures to guest speakers, would promote engagement.
Additionally, helping students make choices and set their goals is a central principle of motivation (Slaving & Schunk, 2017). Bandura’s social cognitive theory has a related code referred to as self-efficacy. Self-efficacy is an individual’s capacity to believe in themselves to generate favorable outcomes due to their personal acts (Slavin & Schunk, 2017). Educators must help learners develop self-efficacy through mastery, social modeling, persuasion, and physical and emotional states. Aiding in students growing as individuals is one of the best things one can do.
Personal Reflections/Conclusion
Learning theories are vital to educators because they help us make more informed decisions around learning design, development, and delivery. Elementary education professionals can leave such substantial impacts on children, for they are some of the first individuals children interact with besides family. The described theory of learning and development shows how important an influential teacher and learning environment are in the classroom.
Moreover, it encompasses actively including learners with diverse needs and exceptional address behavior and character development and earning while building self-efficacy. I believe we, as educators, must account for all theories of learning when customizing our approach for our classroom. Christian teachers should educate children for a life of responsive discipleship in Jesus. “Start children off on the way they should go, and even when they are old they will not turn from it” (Prov. 22:6).
References
Cooling, T., & Green, E. H. (2015). Competing imaginations for teaching and learning: The research findings into a Christian approach to teaching and learning called what if learning. International Journal of Christianity & Education, 19(2), 96-107. doi:10.1177/2056997115583432
Illeris, K. (2018). An overview of the history of learning theory. Eur J Educ, 53, 86-101. doi:10.1111/ejed.12265
Kay, D., & Kibble, J. (2015). Learning theories 101: Application to everyday teaching to scholarship. Adv Physiol Educ, 40, 17-25. doi:10.1152/advan.00132.2015
Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2015). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood and elementary education. Educ Psychol Rev, 28, 771-801. doi:10.1007/s10648- 015-9351-1
Meng, L., & Munoz, M. (2014). Teachers’ perceptions of effective teaching: A comparative study of elementary school teachers from China and the USA. Educ Asse Eval Acc, 28, 179- 199. doi:10.1007/s11092-015-9230-9
Park, M., Tiwari, A., & Neumann, J.W. (2019). Emotional scaffolding in early childhood education. Educational Studies. doi:10.1080/03055698.2019.1620692
Slavin, R. E., & Schunk, D. H. (2017). Learning theories: EDUC 500 (1st ed.). Boston, MA: Pearson.
Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to learning and teaching (3rd ed.). Colorado Springs, CO: Purposeful Design. ISBN: 9781583310984.
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Question 
Everyone operates with a theory of what makes the best learning environment and how people grow and develop. The problem is that most education professionals’ views are neither well-informed nor articulated. This assignment will allow you to create a customized learning theory for a specific student. You will use theoretical perspectives to articulate your view of the most effective teaching strategies and learning environment for this student. You will support your idea with a Christian perspective.
Teaching Strategies and Learning Environments
Instructions
Review the following scenario:
Keven is a sixth-grade student who has attended three schools in the past two years. His mother is in the military and is currently deployed overseas. Keven lives at home with his father and two younger sisters. Keven is a good reader and typically earns Bs and Cs in all subjects except for math. Keven is failing his math class, which he died in fifth grade. Keven’s math teacher, Ms. Thomas, describes his classroom behavior as unmotivated, careless, and frequently off-task. Ms. Thomas has tried to encourage Keven by offering incentives for improved classroom participation, but Keven declined to participate in the incentive program. Ms. Thomas held a conference with Keven and his father to discuss Keven’s classroom behavior, but Keven’s father seemed tired and distracted. He said that math has always been a challenge for Khool; Keven enjoys karate, skateboarding, and playing computer outside-of-school games. He attends church with his family and enjoys the Sunday School program. Ms. Thomas is concerned about Keven’s ability to pass the state-standardized math test that will be administered in approximately three months.
For this assignment, you will write a 2,500-word paper (minimum) that presents a customized learning theory for Keven. The report should include principles of the developmental learning theories (i.e., Piaget, Kohlberg, Vygotsky, Erickson, Bandura, etc.) studied in this course relating to Keven’s unique educational needs. The paper must include an introduction, conclusion, and the following components:
1) Description of an effective teacher for Keven, including
a. Character development
b. Engaging with students who have diverse learning needs
c. Building self-efficacy
d. Developing relationships
2) Description of an effective learning environment for Keven, including
a. Direct instruction
b. Technology
c. Motivation
d. Behavior management
3) Biblical basis for your learning theory, including
a. Specific scriptures referenced by chapter and vers