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Captial Punishment
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The Sights, Sounds, and Feel of Learning Styles Often times if we ask students the question “Why do you attend school?” they respond by saying “to get an education or to learn”. If we tweak the question a bit by asking how do they learn, then the answers will be delayed, varied, and quite copious. To ask the latter question is an interrogation of a student’s learning preference or knowledge acquisition style. It’s unlikely that a first grader or even a high school senior will be able to formally or technically describe the learning apparatus that fits them best. The student, through experiences and feedback, becomes somewhat of a patient in a hospital or the subject of an experiment so that their tendencies can be diagnosed. Educators, armed with visual aides, assessment instruments, and a keen sense of focus, surgically dissect students’ likes, dislikes, comforts, and idiosyncrasies and prescribe the proper medication. Despite being tedious processes in the continuum of learning, diagnosis and prescription are merely the starting points in effective knowledge transfer. Several considerations need to be made as to which model, method of instruction, and the proper mixture of each are appropriate. The traditional classroom environment is typically objective and task-completion oriented. Before delving into the theoretical aspect of learning style, let’s visit a hypothetical scenario in the classroom of Teacher X, who has a plethora of students with different learning styles and ability levels. It’s early Monday morning and the first task of the day for Teacher X’s class is to say the Pledge of Allegiance and listen to morning announcements. This is usually a formality, but Teacher X used this particular morning to closely observe her students. She notices that one doesn’t know or doesn’t say the Pledge of Allegiance along with the other children. However, when asked specific content of the morning announcements, the student was able to repeat detailed information without much hesitation. Teacher X made a mental note to do less task-oriented teaching with this student and appeal to his auditory absorption of information. Still with this milestone in recognizing characteristics, Teacher X knew that she couldn’t focus on one student and his preferences. In fact, she had twenty others who could be specifically tagged or fall into some gray area of learning. It then became time to inject variety in approaches in the classroom by calling on the theoretical basis of learning style approaches. In order to maximize students’ intake of information and maintain Teacher X’s sanity, the visual, kinesthetic, auditory, and many other models are available as weapons in the fight against ignorance, frustration, labels, and lack of achievement. Once we delve into traditional learning styles and contemporary theories, then we will examine reinforcement techniques and the idea of including variety in the presentation so that one method isn’t neglected thereby neglecting the students in need of help. First of all, the auditory model is the one most familiar to those seeking higher education in colleges and universities.
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Paper Information
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Title: Captial Punishment
Words: 2418
Rating: None
Pages: 9.7
submitted by: quell04
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