Theories of Teaching: Analyzing Scenarios and Teaching Theories

This report delves into the application of various teaching theories to address the emotional needs of students in four distinct problematic scenarios. The report begins by examining a scenario where a student struggles with reading disability, proposing a chore chart based on behavior theory to build self-esteem and confidence. The second scenario focuses on a student experiencing social behavioral issues due to family circumstances, suggesting group activities and crafts rooted in humanistic theory to foster social skills and emotional regulation. The third scenario addresses a gifted student disrupting class, advocating for the implementation of the Bloom matrix to promote higher-order thinking and critical analysis. Finally, the report explores a student with multiple emotional and behavioral challenges, recommending the Friends for Life program to create an enabling learning environment. Each scenario includes a rationale explaining the theoretical underpinnings of the proposed solutions, along with relevant references, offering a comprehensive overview of how different teaching theories can be applied to support student well-being and academic success.

Running head: THEORIES OF TEACHING
Theories of Teaching
Name of the student
Name of the University
Author note

1THEORIES OF TEACHING
Executive Summary
The purpose of this report is to investigate into four problematic scenarios and the programs that
can help in resolving such problems. It will further talk about the theory behind each practice and
how each theory is intrinsically related to the programs. It focuses on the emotional needs of
children and states clearly how effective help from teachers can resolve the problem. It clearly
illustrates how game cards, crafts activity, bloom matrix and friends for life program will prove
to be beneficial for the emotional needs of children and satisfying their psychological urges.

2THEORIES OF TEACHING
Table of Contents
Topic: Relationship with self...........................................................................................................3
Resource:.....................................................................................................................................3
Rationale......................................................................................................................................3
References:......................................................................................................................................5
Topic: Relationship with others.......................................................................................................6
Resource:.....................................................................................................................................6
Rationale:.....................................................................................................................................7
References:......................................................................................................................................8
Topic: Relationship with the curriculum.........................................................................................9
Resource:.....................................................................................................................................9
Rationale:...................................................................................................................................10
References:....................................................................................................................................11
Topic: An enabling learning environment.....................................................................................12
Resource:...................................................................................................................................12
Rationale:...................................................................................................................................13
References:....................................................................................................................................14

3THEORIES OF TEACHING
Scenario 1 from Week 3
Topic: Relationship with self
Resource:
Reading disability is a major problem in the present age. It can arise on account of lower
concentration or any kind of mental disability that does not allow the child to read properly.
(Gilger, 2017). Gerard reads at a slower pace and cannot pronounce the words correctly. He
wants to avoid the scenario and in return wants to do other work or want to escape into the toilet.
(Beck & Haigh, 2014). A chore chart can be prepared for the student that will include making
her own bed, dressing up on their own, brushing teeth and after eating she will take her own
breakfast plate to sink. Such an activity would keep him engaged and realize his own worth. He
would feel himself to be important and an essential part of the social order. Once he will grow
more confident he would gain his self-esteem and he would try to do every chore perfectly. On
completing the chores, he should be awarded with some kind of reward that will him emerge as a
more confident individual. Once the child would start doing things on his own his self-esteem
will be preserved and it would have an overall good impact on his other actions.
Rationale
This resource makes use of the behavior theory. It focuses on the behavior of an
individual and how the ideal traits of behavior can be taught to the child by bringing about
changes in his activity. (Nisbett, 2017). Self efficacy is taught through this method and it
emboldens one with the courage that they would be able to perform a task. The success of an
individual in a particular task will provide him with a lot of confidence and this will be reflected

4THEORIES OF TEACHING
in his other actions as well. Modification in the behavior of an individual can be brought about
by imitation along with reinforcement play that highlights the fact that an individual learns by
observing the ideal behavioural traits in other people. (Skwarchuk, Sowinski & LeFevre, 2014).
The child would also learn how to control emotions while playing in a group. Human behavior
can be moulded in the correct direction by implementing this method and learning will become a
lot more simplified, enjoyable and interesting by integrating proper strategies and methods.

5THEORIES OF TEACHING
References:
Beck, A. T., & Haigh, E. A. (2014). Advances in cognitive theory and therapy: the generic
cognitive model. Annual review of clinical psychology, 10, 1-24.
Gilger, J. W. (2017). Beyond a reading disability: comments on the need to examine the full
spectrum of abilities/disabilities of the atypical dyslexic brain. Annals of Dyslexia, 1-5.
Nisbett, R. E. (Ed.). (2017). Thought and feeling: Cognitive alteration of feeling states.
Routledge.
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning
activities in relation to children’s early numeracy and literacy skills: The development of
a home numeracy model. Journal of experimental child psychology, 121, 63-84.

6THEORIES OF TEACHING
Scenario 2 from Week 4
Topic: Relationship with others
Resource:
Janine is facing a crisis situation in life because her father is looking after her cousins
which is making her feel alienated. As a result of this, she has developed a social behavioural
problem and is trying to control everyone at school. The teacher is trying to teach her that
everyone should be left on their own which made her in turn to hate the teacher. She wants to
avoid school. Janine has developed an emotional problem and this is reflecting in her behaviour.
A goals sheet can be prepared by the teacher and he should allocate interesting tasks to his
students on weekly basis to the pupils. The tasks will be able to engage the child and provide a
proper direction for venting their energy (Li & Lam, 2013). This will ensure their positive
development. The tasks would be able to change the behavior of the child and will bring about
significant changes in his behavior. The teacher should be well aware of the interests of the child
before allocating them the tasks. The goal sheet should attract the attention of the child. Since the
child is suffering from behavioural problems hence working in groups would prove to be
effective for the child (Popov & Ustin, 2016). They can be encouraged to play building blocks
together that have to be played in a group. They will also learn how to communicate effectively
and solve problems within a group. Crafts activity that is done together can also be of great help
to the child create good social qualities. They can work together and all contribute in creating a
masterpiece. Solving complex puzzles can also be of great help and increase their attention span.
They can be encouraged to make flower craft, story sequencing activity and make figures by
using straws. Such group activities will surely be of much help and bring about an improvement
in the overall behavior of the child.

7THEORIES OF TEACHING
Rationale:
The humanistic theory will be followed for improving the social behavior of the child and
rectifying his truant behavior. The humanistic approach lays stress on freedom of the child and
the interest of the child is the first priority in this kind of social theory. Self-motivation is an
integral part of this theory where the child learns on the basis of his own interest level. Self
evaluation is stressed in this kind of theory where the child will be able to see the effective
outcome in front of him (Schneider, Pierson & Bugental, 2014). A non-threatening environment
will be able to encourage the child and he will utilize his potentialities to the maximum. The
humanistic theory will lead to healthy development of the child. The child will learn to be caring
and he will learn to respect the point of view of other people (Weaver et al., 2014). Much of the
injustice in society is carried out owing to the lack of humanistic ideals and negative feelings and
attitudes in the child should be curbed from the very beginning so that he will gradually evolve
to become a responsible citizen of the country.

8THEORIES OF TEACHING
References:
Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong Kong
Institude of Education.
Popov, L. M., & Ustin, P. N. (2016). Psychological Alienation Problem in Moral and Ethical
Psychology of Personality. IEJME-Mathematics Education, 11(4), 787-797.
Schneider, K. J., Pierson, J. F., & Bugental, J. F. (Eds.). (2014). The handbook of humanistic
psychology: Theory, research, and practice. Sage Publications.
Weaver, R. G., Beets, M. W., Saunders, R. P., Beighle, A., & Webster, C. (2014). A
comprehensive professional development training's effect on afterschool program staff
behaviors to promote healthy eating and physical activity. Journal of public health
management and practice: JPHMP, 20(4), E6.

9THEORIES OF TEACHING
Scenario 3 from Week 5
Topic: Relationship with the curriculum
Resource:
Kurt hails from an isolated community and attends the local school. The access to
education is limited in the area where Kurt lives. Kurt is considered to be a gifted individual but
he is disturbing his class mates. The teacher is trying to bring about a change in the behavior of
the child by saying that he will be provided with extra special work if he manages to finish the
task that others are doing. However, this falls on deaf ears and he continues to disturb the class.
The Bloom matrix can be implemented in this kind of situation which augments the process of
higher order thinking. It can also promote imagination and develop the faculty of creative
thinking in the child. In this method, the teacher makes use of questions that would enable the
student to think (Bundick et al., 2014). An active style in relation to learning is followed.
Developing the approach of the question is of singular importance in this kind of method. It is
often found that the teacher is impatient and do not want to wait for an answer from the children.
The Bloom matrix lays emphasis in providing the students with time so that they can think of the
answer. The pupil who would answer will be selected by the teacher. The teacher will accept
half-formed ideas from the students and build on that concept. Movement of idea around the
class will be inspired (Hill & Miller, 2013). Students can take the help of their friends in order to
answer a question. The questions asked should be thought provoking and the students are
provided with a large amount of time so that they will be able to think of the correct answer. It
will develop the faculty of critical thinking in the children. The student can be asked to sort
things in the right order, predict the cause or effect and make up quiz questions as a part of this
procedure.

10THEORIES OF TEACHING
Rationale:
The Blooms matrix strengthens the socio-cultural reflex in the children. Knowledge,
comprehension, application, analysis, synthesis and evaluation are the various stages that a
student goes through under the Bloom’s matrix. Social construction lays emphasis on the fact
that working together in a co-operative manner would be able to teach the child important things.
(Weyns et al.,2017). The students will be evaluated on the basis of the above parameter and the
teacher will be able to evaluate the merit of the child on that basis. The linguistic intelligence can
be measured with the help of language and reading. It gives importance to the role played by
logic and reason that is required in testing and it elaborates on how the idea of acceptance is
important in invoking a sense of self-dignity. (Kurz et al.,2014). It gives importance to
interaction above that of observation. It will enable the child to master the art of critical thinking
and knowledge sharing.

11THEORIES OF TEACHING
References:
Bundick, M. J., Quaglia, R. J., Corso, M. J., & Haywood, D. E. (2014). Promoting Student
Engagement in the Classroom. Teachers College Record, 116(4), n4.
Hill, J. D., & Miller, K. B. (2013). Classroom instruction that works with English language
learners. ASCD.
Kurz, A., Elliott, S. N., Kettler, R. J., & Yel, N. (2014). Assessing students' opportunity to learn
the intended curriculum using an online teacher log: Initial validity evidence. Educational
Assessment, 19(3), 159-184.
Weyns, T., Verschueren, K., Leflot, G., Onghena, P., Wouters, S., & Colpin, H. (2017). The role
of teacher behavior in children's relational aggression development: A five-wave
longitudinal study. Journal of School Psychology, 64, 17-27.