How to Improve Children Learning Process - Essay Example

Cheryl Aiken How to extend and enhancea child’s learning 1.0. Introduction With the learning environment changing with time, as well as the educational needs, it is the responsibility of the educators to ensure that they enhance the learning of the child at all times. In the learning environment, numerous factors determine the extent in which children will learn the concepts in the classroom. Ranging from the environmental factors to the social factors, the teacher has a major role to play in enhancing learning. Regular communication and being actively involved in the classroom has also been credited for its great contribution in enhancing the child’s learning. Basing from relevant information and sources of knowledge, this case study shall attempt to identify ways of enhancing learning on ‘Child A’. The case shall also shed light on relevant theories on learning, and how they contribute to enhancing learning on ‘Child A’. The case study shall also attempt to relate the learning theories to classroom situation of ‘Child A’, as well as conducting an assessment on brain, gender, race, and environment, and contribution in learning. 2.0. Body 2.1. Background ‘Child A’ is a five year old male of Somali origin. He is newly arrived to the U.K. from Norway (6 months) and has never been to school in England before. He comes from a large family of Mother, Father, two older siblings, male of 9 years and female of 7 years and then two younger female siblings of 3 years and 6 months old. Only father and two older siblings are English speaking in the family, therefore, most of their conversation in the homes is in Somali language. He started in reception in September and is already making excellent progress considering his initial lack of English. The setting is based in what is considered to be a deprived demographic. All the pupils attending the school of from ethnic minorities and almost half of them are receiving Free School Meals. 2.2. Areas of consideration From the above background information, it is an obvious assumption that the tutor needs to come up with methods that ‘child A’ of Somali origin will acquire concepts taught in the learning environment. The move for supporting the student must be in concurrence with active learning of the child. 2.2.1. Language As evident in the work compiled by Kay (2005), and Wigfield & Wentzel (2009), direct input in the child’s learning solely depends on the communication mechanisms applied in the school setting. It is evident that once a child attends school, they receive instruction with different languages in different settings, as well as receive instruction from a dissimilar source, as opposed to their parents or caregivers. Additionally, Arnold (2005) and Golper (2012) caution that in an event that the caregivers completely shift focus to the educators, learning may not take place completely. With a regular form of communication between the educators and the parents in place, chances are the child’s progress will be well monitored by both parties. On the other hand, Clauss-Ehlers (2010) is of the opinion that through regular communication with the educators, it becomes a downhill task for the parents to extend the child’s learning related activities, especially outside the school’s context. On a lighter note regular communication also allows the parents to monitor how well their learner grasp concepts taught and what methodologies apply in their case (Tassoni & Bulman, 2005; Dougherty, 2009). In the case of ‘Child A’, it is important that the child learns how to read and write English. Verbal communication is also of great essence, as it is through communication that the educators can educate the child. The teacher might build a relationship with the child that makes them feel loved. In response, ‘Child A’ is likely to respond to the teacher, and in the long run learn effectively in English. So as to become an interactive language partner, it is recommended that the educator constantly interacts with the learners (Petersen & Wittmer, 2006). For instance, the teacher must always wait for a complete response of sounds, movements of ‘Child A’, and then make appropriate sentences and words that concur with their actions. Being of a non-English speaking background, ‘Child A’ learns the pragmatics of conversation on a social context of the classroom. The conversations between ‘Child A’ and the teacher will build the child’s vocabulary especially in the English language, and with time the learner is able to comfortably take language turns. In a discussion by Petersen & Wittmer (2006), teachers must be cautious not to bombard learners with a lot of vocabularies, but actively engage in a one on one conversations, that not only reciprocal, but also responsive. In such a situation, ‘Child A’ is able to grasp a lot of English words especially when the teacher is able to respond to the non verbal cues by the child. In the course of learning Arnold (2005) recommends self talk for second language learners as it gives the learners an ample chance to describe the activities that they engage in. Tassoni & Bulman. (2005) continue to add that in the event that the teacher constantly talks to the learner, they grasp a wide range of vocabulary from the language. With the above in mind, it is warranted to argue that ‘Child A’ has the potential to learn, and can easily respond to language corrections in the classroom setting. Through numerous conversation turns, the child will automatically build on their vocabulary range; thus, easily use the newly acquired words in their communication. 2.2.2. Social Integration 2.2.2. 1. Social Learning theory and integration In the learning process, the social environment plays a major role in learning. According to the Social Learning theory put across by Bandura, learning takes place in the event that learners observe one another’s behaviours, attitudes, and the results of the behavioural outcomes (Engler, 2008). This is an interpretation of the fact learners need to social with their peers if learning has to take place. In the work of Newman& Newman (2008), most of the learnt behaviours learnt by humans are observed and then modelled. Through an observation of humans in the environment, and then taken part in activities that were observed, new behaviours are formed, and a course of action is put in place. A continuous interaction in the environmental, cognitive and behavioural activities creates permanence in activities, an aspect that is referred to as learning as seen in the social learning theory (Shaffer, 2009; Johnson, Daigle &Rustamov, 2010). The social learning theory can be applied in the context of ‘Child A’. Quite the contrary, ‘Child A’ is seemingly quite reserved and does not socialize very much with her peers. A closer scrutiny at her behavioral responses would interpret that she lacks of confidence as she is not a fluent English speaker- having grown in a Somali origin. In as much the child may seem bright, the teacher is likely to ignore them as they do not attempt to work or even converse with her peers. On the other hand, the teacher may also expect too much from her especially dealing with the fact that English is her second language. In the course of translating the same, it is also possible that the learner may lose the exact or initial meaning of the intended words as contexts vary from culture to culture. In the long run, chances are that the child may lose interest in learning especially if they are not keen to follow the translations and the entire lesson. Bearing the age of the child in mind, it I s the role of the teacher to ensure that they come up with the best strategy that can incorporate the Somali child into the learning setting. Firstly, the teacher needs to organise for the Somali Teaching Assistant to give child support for several learning sessions a week, perhaps one hour per day or 3 hours a week. The assistant will aid in translations of words that ‘Child A’ does not understand, and then assess the capability of the child in the course of the learning process. The assistant will also act as a motivator to the child, as well as discover the strengths and weak points of the ‘Child A’. Vygotsky – Scaffolding - Teaching Strategy In the case of ‘Child A’, Vygotsky’s Scaffolding method can be used to enhance their learning. In the work of Krista & James (2007) and Sussane (2005), scaffolding refers to a situation where the teachers play the role of supporting the learners learning to an extent whereby they are able to get to the next stage of learning. Scaffolds, according to David & Derek (2006) are temporary instruction methods that progresses the learner from one stage of learning to another. In the long run, the learners are able to study and understand concepts on their own, an aspect that makes the learner, a self regulated learner (Jennifer, Brian & Krista, 2008). Additionally, the learners become problem solvers and independent thinkers as their competency is increased as well as their knowledge (Nancy & Ming, 2006; Smagorinsky, 2007). An application of Scaffolding to ‘Child A’ would require that the teacher helps the child learn how to link information taught beforehand with novel information both through verbal and non verbal communication, and modeling. Among the scaffold tasks would include motivating the child’s interest in learning using English, simplifying the learning tasks in such a way that the learner finds it more convenient and realizable. In this case the child has a clear direction on what methodology to follow to attain their goals with minimal stress. The teacher may also draw a clear line between the child’s ability especially in the case of their illiteracy in English and the desired goals. At the end of the learning process, the learner is less frustrated and enjoys their stay in the School whilst the expectations of the teacher are attained, based on the activity performance of the Somali child- ‘Child A’. 2.2.3. B.F Skinner – Conditioning theory In the work of Snowman, Biehler & McCown (2011), the conditioning theory works on the basis that behaviours that are reinforced tend to recur while behaviours that are punished fade with time. In the thinking of B.F. Skinner, the proponent of the theory, behaviours can be modified through negative and positive reinforcements (Tassoni, 2007). This process involves the individual making a relationship between their behaviour and the effects of the same behaviour. For instance if the child is rewarded for attaining good grades in school, chances are that the same child will endeavour to strive more so as to attain better grades and more rewards. Additionally, if well mannered children are given privileges like attending free school trips, other children will adopt the same behaviour, in an attempt to get the same privileges as the well mannered ones. According to Engler (2008), operant conditioning as proposed by Skinner sheds more focus on the observable initiators of behaviour as opposed to the inner motives and thoughts of the person. It is through observing the behaviours of the child that it becomes easier to whether apply positive or negative reinforcement in behaviour modification. Weiten (2012) adds on to say that positive reinforcement favours a recurrence of a desirable behaviour, and may come out in form of praise, rewards, status, and position amongst others. Negative reinforcements refer to the technique applied to remove the undesirable behaviour as evident in the unpleasant outcomes by an individual (Rider & Sigelman, 2011; Yount, 2010). This may include withdrawal of some privileges, doing punishments in the event of a wrong doing, or even secluding a wrong doer for purposes of correction. All in all, both the positive and negative reinforcement is aimed at increasing the behaviour of the individual on the positive side. Negative responses are weakened whilst the positive responses are motivated (Weiten, Dunn & Hammer, 2011). The stimulus is then triggered to cause a response that suits the condition the individual is in, so long as it is positive. The case of ‘Child A’ can be understood on the grounds of Skinner’s conditioning theory. It would also be appropriate if the teacher comes up with a rewarding system. They may include clapping hands, small gifts like stickers and stationery. In this case, the child will feel involved in the learning process, and will feel that the teacher appreciates their efforts to learn in the tasking English environment. The Somali child will feel proud, and will assume to have gained prowess in an English dominated classroom. Each time the child will attempt to construct sentences or answer questions, they will always have the perception that any good attempt will be rewarded, and will always strive to give the best answer. In this event, learning can be said to have taken place through condition and behavioural modifications of ‘Child A’. The child also becomes confident that they can perform just like the English learners. In an event that the teacher buddies the child with confident children, the child perfects their social skills, and will automatically be sandwiched in the English class. With time, it is expected that the child learns just like the English learners, with minimal difficulties. 2.2.4. Brain, gender, race, and environment and learning Pittman (2010) indicates that discrepancies in identities and the environment impair learning and academic performance. Additionally, Pittman (2010) says that gendered racism in classroom situations also affects learning and competency in teaching. This implies that in a negative gender and racial setting, it is tasking to accomplish the learning and teaching objectives. In the case of ‘Child A’, being of a tender age, it is arguable that her brain capacity is low and needs proper inspection so as she learns. Pittman (2010) is of the opinion that in the learning environment, stereotypes are vital in the case of learning. The teacher must ensure that the child is grouped with other children of the same age-group, so as they fit and are integrated in the learning environment. The teacher may also assign ‘Child A’ as the group leader so as she feels that her race is not singled out, as well as the gender. This will also fashion the perception that girls can be heads and can achieve much in an environment with boys as fellow learners. Being a teacher in an environment with ‘Child A’, the teacher must be conscious of the age, race and the general learning environment. 3.0. Conclusion Attending a school where the mode of instruction is English requires that the child go an extra mile of not only learning the language but also finding a way of communicating to her peers and the teacher using English. After having assessed the role of the teacher in boosting communication in the learning environment, it is clear that learning for ‘Child A’ will improve as the child will have managed to develop a channel of communication in the classroom. An application of scaffolds by the teacher allows the child understand what is expected of them and how they ought to achieve their goals. Through conditioning the child is able to learn as any achievement in the classroom is rewarded, and the child will endeavour to make attempts to read in English so as to get rewards. ‘Child A’ will also learn well in an English dominated environment through socialization with her peers who are fluent in English. In this instance, the child is incorporated in the learning environment, and chances are that she will learn equally as much as the English speakers. This means that despite the background information of the learner, learning can take place effectively with the help of the teacher’s support, especially with an application of the learning theories discussed earlier in the case study. ‘Child A’ is therefore hopeful of attaining best grades in the English school, despite of the perception that she cannot survive being a Somali. References Arnold, M. (2005). Effective Communication Techniques: For Child Care. Cengage Learning, London. Clauss-Ehlers, C. (2010).Encyclopedia of Cross-Cultural School Psychology, Volume 1. Springer, London. David, C. & Derek, H. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, 127-143. Dougherty, M. (2009). Psychological Consultation and Collaboration in School and Community Settings. 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