Empowering Young Minds: Applying Learning Theories in the Classroom

1.     Piaget’s Constructivist Theory: Building Knowledge Through Exploration.

Piaget believed that students construct knowledge through exploration. For adolescents in the formal operational stage, abstract thinking is now possible. The theory support discovery learning and allow learners to have autonomy. However, one limitation is that it may not fully accommodate individual learning space or speeds, especially for students who need or require special assistance to acquire the concepts.

 

During Micro-Teaching, in my lesson on flowcharts, students explored the concept through examining the real life experience and breaking down the problem into steps. Instead of lecturing for the whole period, I divide them into a group and ask them to draw a flowchart. So, during that time students raise a question, developed ideas and share their understanding to each other. This allow students to construct their own knowledge actively.

 

As a student, I felt bored, drowsy and couldn’t get what my teacher is talking about. So, I felt disconnected in teacher-directed classes. But sometimes, when we are given the opportunity to learn, explore, discover by ourselves, I remember feeling connected. Developing this activity in my lesson made me realize the value of that experience. Watching my students actively participate in activity, question, collaborate and make decisions on their own remind me that  knowledge is build or gained through exploration.

 

 

2.     Behaviorist Theory: Shaping learning Through Reinforcement.

Behaviorist theory is concerned with observable behaviors and focuses on reinforcement as the method of learning. It is especially useful in establishing classroom discipline and promoting participation. Nevertheless, it may occasionally result in surface learning if not accompanied by more profound cognitive involvement.

 

Before the activity, expectations were set clearly to the students teamwork, time management, and active participation. During the lesson, I used a positive reinforcement like praise, rewards and if they gave wrong answer I encourage them to to be positive by saying “There is no harm is making mistake, Learn through mistake, Make mistake as much as you can in classroom and nice try”. As a result students become more enthusiastic and confident. Even shy students came out, encourage by recognition and appreciation.

 

Being a Pre-Service Teacher myself, I remember how a simple compliment from my subject teacher would propel me for the rest of the day. That encourage me to work the way I do with my students during micro teaching. I realized that students excel when their efforts are recognized and appreciated.

 

For example, in 2023 when I serve as a English Teacher at Druk Namgay Choeling Monastery(Phuentsholing). So, whenever I first conduct a class test majority of them failed. Rather than scolding them, I told them, “Failure is the part of success. Even though you haven’t studied English for last 4 years, your progress, confidence and interest show incredible  dedication.  You may not have passed, but you learned and that is more valuable than any number on paper. Keep going, you are capable of great things.” From then onwards I saw a drastic improvement in them. Whenever I conduct a test, all did very well.

 

3.     Gardner’s Multiple Intelligences: Everyone is Intelligent in Their Own Way

Gardner’s theory is excellent at highlighting the diversities of human intelligence such as linguistic, logical, spatial, kinesthetic, etc. Gardener values each student’s various strength. The issue is it is hard to adapt lessons to accommodate all intelligence without stretching class time and materials too thin.

 

To reached as many intelligences as possible, I devised varied roles within the goup activity:

-Linguistic students contributed ideas.

-Logical-mathematical learners planned the order of events.

-Visual-spatial learners designed the arrangement.

-Interpersonal learners organized teamwork.

This made everyone feel special and gave them a chance to stand out in their own way.

 

As a student, I tended to be less competent in science and math, although I excel in geography and economic. Gardner’s theory remind me that there is more than one kind of smart. Observing my students brag about different contributions made me realize that I was finally giving others something that I did not always receive, recognition beyond the test.

 

 

Merging these three learning theories encourage me to move away from traditional teaching when I go back to school and to create more engaging and varied classroom. Piaget taught me the value of valuing student curiosity, Behaviorism remind me of the power of praise and positive compliment. Gardner encourage me to respect various strength.

Designing and delivering this lesson wasn't just about the material—it was about seeing my students as whole people, with talent waiting to be tapped. And in so doing, I realized something within myself as well, a stronger belief in the kind of teacher I want to become.