Application of Psychology to Classroom Teaching - Research Paper Example

Application of Psychology to Classroom Teaching – From Theory to Practice Abstract Educational psychology has been successfully employed in developing teaching interventions for efficient classroom practice. Prominent theories such as Applied Behavior Analysis, Theory of Multiple Intelligences and the Social Cognitive Theory are being applied for improved education and learning. This paper discusses these theoretical perspectives in the context of classroom practice. The importance of an integrative approach towards the use of these theoretical perspectives is also briefly discussed. Application of Psychology to Classroom Teaching – From Theory to Practice The role of a teacher is not to merely teach but to inspire. A good teacher is the one whose role and influence does not just end in the classroom but also persists outside it. To be a good teacher, it is essential to identify the shortcomings as well as strengths of a student, in order to propel him/her in the right direction. Teachers often come across a countless number of students with learning difficulties, and attempt to alleviate those difficulties through appropriate teaching devices. Research in biology, medicine, education and psychology has influenced classroom practice in myriad ways, all of which explore learning, teaching, cognition and memory from their own perspectives. Each of these perspectives is significantly different but equally efficient. A competent teacher incorporates all of these perspectives to evolve and design his/her own teaching methodology. An ideal teacher adapts to changes in both the student and his/her environment, and renovates the curriculum as well as teaching strategies throughout the course of his/her career. Educational psychology is a discipline that applies the study of psychology for improving education and learning. This paper analyses a few prominent theoretical perspectives of psychology, which if applied in the field of education, may result in a more efficient classroom practice. Theoretical Perspectives in Psychology Applied Behavior Analysis (ABA) ABA is a psychological science that applies behavioral psychology for altering behavioral disorders. It uses procedures and interventions that are derived from the principles of behavior to improve social behavior and to experimentally demonstrate that these procedures are involved in the improvement of behavior (Cooper, Heron & Heward, 1987). While ABA has been successful in treating autistic children, it also has important implications in the field of education. Baer, Wolf and Risley (1968) describe ABA as being an “applied” science, as it studies the application of behavior and its impact on the individual as well as his surroundings, “behavioral”, as it involves changing the problem behavior, “analytic”, as it involves the use of appropriate interventions for causing measurable changes in behaviors, “technological”, as the techniques used are replicable and are accurately described, “conceptually systematic”, as it follows certain theoretical principles, and “effective”, apart from being “general” (p. 92). By “general”, it is implied that the behavioral change induced by a certain intervention should persist for a long time in a wide variety of environments. In plain terms, ABA utilizes “scientific principles of learning and behavior” to develop new behaviors and eliminate the problematic ones (Ontario Ministry of Education, 2007, p. 3). For this purpose, the problematic behavior is recorded, and the inducers and reinforcers of that behavior are analyzed, identified and eliminated through appropriate interventions. Multiple Intelligences (MI) The Theory of Multiple Intelligences (MI) put forth by Gardner proposes that there is no single form of intelligence in an individual, and that there are multiple intelligences, which are modular, independent and relatively distinct (Reynolds and Miller, 2003). This theory proposes eight multiple intelligences, namely, linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligence. In addition to these intelligences, Gardner also proposed two other kinds of intelligences, namely spiritual and existential. Linguistic intelligence involves the ability to efficiently use languages. Logistical-mathematical intelligence involves the ability to think logically, solve problems and perform mathematical operations. Musical intelligence involves the ability to understand music or perhaps even compose it. Body-kinesthetic intelligence involves the ability to perform coordinated movements of the body. Spatial intelligence involves the ability to understand and create art, through a good comprehension of physical space. Interpersonal intelligence involves the ability to understand other people’s emotions, moods and feelings. Intrapersonal intelligence involves the ability to understand one’s own emotions, strengths and weaknesses. Naturalist intelligence is the ability to comprehend patterns in the natural world and the environment, and to be able to differentiate and identify the features of different living organisms. Spiritual intelligence involves the ability to explore religion and existence. Existential intelligence concerns philosophical abilities. While carrying out most activities, one or more of these intelligences are used simultaneously. For instance, dancing involves the use of both bodily-kinesthetic and musical intelligences (Reynolds and Miller, 2003). According to Gardner, intelligence is the ability to solve a problem, or create products that are of value to a culture (1998 as cited in Woolfolk, 2005). Different cultures value the different forms of intelligence differently. For instance, farming cultures may value naturalist intelligence more than the other forms of intelligence, while the linguistic and logical-mathematical intelligence may be highly valued in technological cultures (Woolfolk). Gardner believes that we can strengthen our intelligence, although the degree of improvement in each kind of intelligence depends on genetic and cultural factors (Checkley, 1997). There are more than one ways of learning and improving intelligence, and it is important to identify which method stimulates all the multiple intelligences. While all individuals possess all these kinds of intelligences, two individuals never have the same intelligence profile (Koch, 2007). An intelligence profile is the unique combination of a person’s strengths and weaknesses in each of the eight kinds of intelligences. Social Cognitive Theory The Social Cognitive Theory, sometimes referred to as the Social Learning Theory emphasizes the role of vicarious reinforcement in learning. This theory was proposed by Albert Bandura, according to whom, human behavior is the result of interaction between environment, behavior, and cognition (Triadic reciprocal interaction system) (Salkind, 2008). According to this theory, a large part of learning occurs when an individual observes another’s behaviors and the consequences of that behavior. This way of learning and improving at a task by observing others perform that task successfully, is known as observational learning. Observational learning also promotes self-efficacy, i.e. a person’s belief in his/her own competence. Social learning is also enhanced by vicarious reinforcement, in which individuals who observe others receiving positive reinforcement such as praise for their work, also attempt to work harder. An important reflection put forth by Bandura is that not all people show what they have learnt unless they expect a reward for it (Woofolk, 2005). Incentives affect performance and a person who has learned something may not demonstrate it until an appropriate situation occurs or there are incentives given. Educational Value of the Theoretical Perspectives Each of the psychological theories discussed here has important implications in education. All of these theories have been applied in the field of education for enhancement of learning and elimination of learning disabilities. The educational value of each of the theoretical perspectives is discussed as follows: Educational Value of ABA As already stated, ABA has been used successfully for teaching autistic children. However, its benefits are not just confined to those with autism. Interventions based on Applied Behavior Analysis can help a student in developing positive behaviors, such as the ability to persist in performing a task, and improvement in social interaction. ABA can also assist students in learning new skills such as communication skills, language skills and academic skills (Ontario Ministry of Education, 2007). Through ABA, it will be possible to alter problem behaviors that hamper learning. This is possible through various ABA based teaching methodologies such as motivation, reinforcement, shaping, prompts, modeling/imitation training, discrete trial instruction, natural environment training, task analysis and chaining, all of which are important components of ABA (Lindblad, 2006). Teachers can create motivating environments by using multimedia and interactives, or any other media that their students find stimulating. Reinforcement can be done through rewards. Shaping, another component of ABA, is a technique in which behavior is changed gradually using various reinforcements. Prompts such as clues and hints are other important components of ABA that help in enhancement of learning and in overcoming learning disabilities. Chaining, another ABA methodology involves breaking down of a larger task into smaller ones, enabling sequential completion of the larger task. All these methodologies can be incorporated into teaching strategies to help children overcome their behavioral problems that may be hampering their academic performance. Carr, Taylor and Robinson (1991) have shown that children with problem behaviors affect the teaching behavior of adults. Their study reveals that adult teachers who have to deal with children with behavioral problems show escapist tendencies and are more likely to avoid teaching such children or to limit their instruction so as to avoid behavioral problems such as tantrums. The findings of this study demonstrate the fact that it is important to educate teachers on how they can help children overcome behavioral problems rather than avoiding such children. Through ABA, teachers will be able to change their students’ problem behaviors. Educational Value of MI The Theory of Multiple Intelligences recommends the use of alternative teaching strategies as opposed to traditional teaching. All individuals possess different intelligence profiles and accordingly, teachers can develop various activities that match the different intelligences of their students. For instance, once the teacher identifies that his/her student has a better linguistic intelligence, the student can be taught difficult concepts using stories, memory games and trivia quizzes (Ramos, Guijarro & Hernández, 2008). Similarly, if a student’s spatial intelligence is high, he/she can be taught with the help of flashcards, pictures and drawings. Therefore, by identifying the intelligence of an individual student, appropriate teaching methodologies and assessments can be devised. Educational Value of Social Cognitive Theory The Social Cognitive Theory can help teachers in using appropriate interventions for promoting self-regulated learning. This theory brings forth the importance of social interaction and peer influence on learning and academic achievement. By applying this theory in the field of education, teachers can enhance observational learning through vicarious reinforcement. Teachers can thus use models for inducing observational learning, incentives for increasing motivation, and positive feedback for enhancing self-efficacy and confidence. Students can be encouraged to engage in self-regulated learning by creating their own study plans and planning their own learning approach. This would enable them in taking responsibility for their own actions, apart from motivating them to work harder. The Social Cognitive Theory thus directs a more efficient approach towards the enhancement of learning. Interrelationships among Theoretical Perspectives Each of the three theories discussed delves into a different aspect of a student’s personality. ABA stresses on the modulation of behavior, while the Theory of Multiple Intelligences focuses on harnessing different intelligences. Social Cognitive Theory, on the other hand, proposes observational learning. Although these theoretical perspectives seem independent of one another, some of them are quite interrelated in certain aspects. Advanced Behavior Analysis attempts to modulate behavior using prompts and reinforcements, which is also a major component of the Social Cognitive Theory. Both these theoretical perspectives deal with changing behavior through learning, although ABA focuses more on problem behaviors. Environment is an important mediator of learning according to all these three theoretical perspectives. A student’s learning depends on his/her interaction with the environment, which influences both his behavior and intelligence. The Need for an Integrated Approach It is important for educators to note that relying only on one theoretical perspective will not result in effective classroom practice. An approach that integrates multiple strategies based on all these theoretical perspectives is essential. For instance, an approach that involves the use of interventions for strengthening multiple intelligences will not result in improved learning if the student has problem behaviors that hamper his/her education. Similarly, mere behavioral therapies that eliminate behavioral disorders will not result in improved education if the students’ multiple intelligences are not harnessed and strengthened. A wholesome approach that integrates both behavioral and cognitive interventions is required to achieve a successful classroom practice. Application of Psychological Theories to Classroom Teaching It is preferable to assume an integrated approach towards teaching to promote better learning. Individualized instruction is perhaps the best method for improving both behavioral and cognitive aspects of a student. Here I discuss a few examples of how I would integrate such approaches in my teaching. I often come across students who find it difficult to remain at a task. Distraction while learning often leads to lack of productivity. In such a case, I would design an ABA intervention that may enable such students to stay at a task without getting distracted. Firstly, as part of the ABA intervention, I will assess the number of times a student relays off the task, and the cause of the distraction will also be recorded. This information would comprise the baseline data. I will then prompt the student through a verbal reminder or a bell, to remind the student of the task whenever he/she seems distracted. The number of times the student is distracted will then be recorded, and the intervention will be continued if it is successful in reducing the frequency of distraction. The intervention will then be discontinued once the student is well conditioned into persisting at his/her task for a longer time. It is hoped that once the student masters his behavior of avoiding distractions and deviation from tasks, he/she will show better productivity, thereby enhancing his/her academic proficiency. It is a well known fact that many students learn through singing. Tricky concepts and equations that are difficult to learn can be memorized if they are sung in a rhythm. I have used this technique several times, although cautiously, to help students grasp difficult concepts. This method does not work equally well on all individuals. Perhaps the Theory of Multiple Intelligences explains why this is so. The students who possess “musical intelligence” learn well when they sing along. Students with stronger “linguistic intelligence” can be taught with the help of storyboards and interactives. As a teacher, I would identify which kind of intelligence is higher in each of my students, and would then employ appropriate teaching interventions to aid their learning. Another significantly effective approach would be to give assignments with less-specific instructions. The students would be encouraged to work on the assignments in their own individual capacities. This would not only encourage students to explore their own interests and limits, but will also help in identifying which kind of intelligences they possess, which will be helpful in devising further interventions. In conclusion, it can be stated that effective teaching involves a careful application of psychological theories and appropriate interventions in classroom settings that are intellectually and motivationally stimulating for students. Theoretical perspectives derived from psychology may go a long way in enhancing education and teacher-student interaction. References Baer, D. M., Wolf, M. M., and Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97. doi: 10.1901/jaba.1968.1-91 Carr, E. G., Taylor, J. C. and Robinson, S. (1991). The effects of severe behavior problems in children on the teaching behavior of adults. Journal of Applied Behavior Analysis, 24(3), 523-535. Retrieved November 7, 2011 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1279602/ Checkley, K. (1997). The first seven… and the eighth: A conversation with Howard Gardner. Teaching for Multiple Intelligences, 55(1), 8-13. Retrieved November 7, 2011 from http://www.casenex.com/casenet/pages/virtualLibrary/Readings/ASCD/el199709_checkleyASCD.pdf Cooper, J.O., Heron, T.E., & Heward, W.L. (1987). Applied behavior analysis. Upper Saddle River, NJ: Prentice Hall. Koch, J. (2007). So You Want to Be a Teacher?: Teaching and Learning in the 21st Century. Massachusetts: Cengage Learning. Lindblad, T. (2006). ABA in Schools --- Essential or Optional? Autism Matters, 3(2). Retrieved November 7, 2011 from http://www.autismontario.com/Client/ASO/ABA.nsf/object/ABA+in+School+full+article+edited/$file/ABA+in+School+full+article+edited.pdf Ontario Ministry of education. (2007, May 17). Policy/Program Memorandum No. 140. Retrieved November 7, 2011 from http://www.edu.gov.on.ca/extra/eng/ppm/140.pdf Ramos, I., Guijarro, A. J. M. and Hernández, J. I. A. (Eds.). (2008). New Trends in English Teacher Education. Spain: Univ de Castilla La Mancha. Reynolds, W. M., and Miller, G. E. (Eds.). (2003). Handbook of psychology. Hoboken, NJ: John Wiley & Sons, Inc. Salkind, N. J. (Ed.). (2008). Encyclopedia of Educational Psychology. LA: Sage Publications. Woolfolk, A. E. (2005). Educational Psychology. Canada: Pearson Education. Read More