Introduction To Clinical Practice

Running head: INTRODUCTION TO CLINICAL PRACTICE
INTRODUCTION TO CLINICAL PRACTICE
Name of the Student
Name of the university
Author’s note

INTRODUCTION TO CLINICAL PRACTICE
Part 1
Classroom management can be consisted of certain techniques and attitudes for enhancing the
teaching –learning process in the classroom and to enhance the teaching experience of the
students. Classroom management is both action and goal oriented. Educators and psychologists
have been using several frameworks for understanding the appropriate framework for managing
the classrooms (Hoy & Weinstein, 2013). However, the educators have been using several school
of thoughts for managing the classroom. The two school of thoughts that has been used for the
management of the classroom are the cognitive school of thought and the humanistic school of
thought.
The cognitive school of thought
Cognitive school of thought is the branch of the psychology that studies the mental
processes , which means that the main focus of the cognitive psychology is on how individuals,
process, acquire and store the information. The cognitive school of thought mainly focuses on
the ways information are processed by humans, looking at how the information are treated that
comes in to the person and how the treatment leads to responses. Meaningful learning takes place
how the information can be organised, structured and taught effectively. The cognitive school of
thought make use of scaffolding, such as teaching by the help of prompts or by the provisions of
coaching and emphasis on hands on learning. In this classroom management strategy, a
significant learning is categorised by associating new information with previous information,
providing a very logical and clear clarification, by the use of several types of instructional
designs to facilitate an excellent teaching learning experience (Wolff, Jarodzka, van den Bogert
& Boshuizen, 2016).

INTRODUCTION TO CLINICAL PRACTICE
The humanistic school of thought
The second school of thought to explain how children learn and how teachers teach
comes from the humanistic and social education. As per the humanists, education should be
entirely based upon the interests and the needs of the students, because it is the needs and the
interests that motivates people (Khatib, Sare, & Hamidi, 2013). Hence, education needs to be
personal as well as individualized. As per the humanist school of thought the school curriculum
should involve the personal safety, love, security, belonging, achievement, autonomy and
competence and social healthy relationships (Khatib, Sare, & Hamidi, 2013). For example
affiliation is a strong human need and hence a school should ensure that every children should be
given the opportunity to develop a good relationship with their teachers and the peers. The
humanistic school of thought mainly focuses on positive personal growth, outlooks, attitudes,
and values, human needs and beliefs , individualities, acceptance, self-worth, character, efficacy.
The cognitive and the humanistic school of thought share some common goals. Both the
concepts are flexible when it comes to learning. Both consider absolutistic “should’ to be a
generative of dysfunctional behaviour. Booth the school of the thought values mistakes and
failures to be the process of coping and exploration. A curriculum following the humanistic
school of thought will focus more on the free will of the student, personal growth and self-
actualization. In such a case the learners will not only control what and the way they will learn,
but will also be accountable for assessing themselves.
It can be argued, that this school of thought might not be suitable entirely for the school
aged students due to the fact that, providing too much freedom to the students and letting them to
do things entirely on their own can make situation chaotic and unmanageable.