Teaching Philosophy: Vygotsky & Bandura

Kayla Brown EDUC 5953 D Educational Psychology St. Thomas University

Teaching Philosophy 2

If you ask someone to describe a stereotypical classroom, you will usually get a description of a strict, authoritative teacher at the front of the room, lecturing to rows of students. Education has significantly changed over the last 20 years, and will continue to change with the progression of technology and modernization of the teaching model. What once was a teacher-centered classroom is now a student-centered classroom; this is the basis of my teaching philosophy. I am not a teacher, but a mentor, model and facilitator for learning. I apply the theories of Vygotsky and Bandura to my teaching, along with creating a positive learning environment. Vygotskys social-constructivist theory and Banduras social-cognitive theory can be combined and incorporated to create an effective classroom. Vygotsky and Bandura both suggested that the students social, cultural and environmental experiences are important for critical thinking and learning. Both theorists also propose that students learn best when they are given a small nudge to overcome a challenging task: Vygotskys Zone of Proximal Development and Banduras observational learning. Vygotsky suggest that children learn best in the magic middle, where a task is just challenging enough to require a nudge or hint to overcome. Bandura suggests that students learn by observing a model, and given a small amount of guidance to master the presented task. Both theories help promote independence in the classroom, and encourage self-efficacy. Social-constructivist theory suggests that every each child has their own social and cultural experiences, and their understanding of the world comes from these. A good teacher acknowledges each students individual experiences and attempts to incorporate these into the

Teaching Philosophy 3

lessons in order to help foster a deeper understanding of the material and the world around them. Students need to play an active role in their education, while the teacher is merely a facilitator; giving the student the tools and information to learn for themselves. Students are given a challenge and the tools and support to overcome the challenge without being told how to do so. Social-cognitive theory suggests that children learn best by observing a models behaviour and receiving guidance on how to reproduce the behavior most successfully. Students build their knowledge step-by-step and eventually are able to master a task by building on their previous learning. As students master each step, their self-efficacy is increasing, as is their motivation and confidence. If you were to get a snapshot of my ideal classroom, it would seem chaotic and probably a bit noisy. In reality the chaos is deliberate, and the noise level indicates the collaborative learning and student-student coaching. During teacher-led lessons students are together in one space, actively participating and asking questions. Lessons should be more facilitation for guided discovery versus the traditional lecture while technology and visual aids help making modelling more interesting and effective. During tasks, students sit in groups that incorporate varying academic levels. Struggling students are paired with students who have a grasp of the concept, as well as students who have mastered it. More advanced students learn by teaching their peers, while the struggling student learns by observing the higher level students modelling. The teacher is circulating the classroom, guiding when necessary and encouraging students to do their best. At the end of the task, children have the opportunity to check-in and

Teaching Philosophy 4

discuss how they felt about the activity: what was difficult, what was fun, etc. Teacher praise and constructive feedback help students reach their intrinsic motivation and build their confidence. Students are not motivated by candy or rewards; rather they are motivated by their accomplishments and satisfaction in helping their peers. A key element for a social-based classroom is a safe, positive learning environment. Students need to feel encouraged and confident enough to ask questions and voice their opinions. Every student is equally important, and has their experiences and culture that other students can learn from. By providing an environment in which students can collaborate with each other, they are increasing their self-efficacy and confidence to master the task as well as tasks in the future. Students who are encouraged and confident in their abilities begin to approach all difficult tasks as an interesting challenge, rather than an insurmountable undertaking. I believe that as a teacher, I am a facilitator, mentor, and guide. I use my knowledge to facilitate students learning and create a cooperative, positive learning environment. As my students learn from me, their peers, and themselves, they will be intrinsically motivated to do their best and help each other.

Teaching Philosophy 5

References Bandura, Albert. Self-efficacy: the exercise of control. New York: W.H. Freeman, 1997. Print. Mooney, Carol Garhart. Theories of childhood: an introduction to Dewey, Montessori, Erikson, Piaget and Vygotsky. St. Paul, MN: Redleaf Press ;, 2000. Print. Vygotsky, L. (1978). Mind in Society. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978. Print. Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2012). Educational Psychology. (5th Can. Ed.). New York: Prentice Hall.