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methods is the only way to educate students within the classroom. Within the
changing environment children are exposed to in and outside school it is
important to integrate the traditional with the whole child approach. The whole
child looks at implementing the curriculum to align with the students needs,
social and emotional (Miller, 2010). In comparison to the holistic approach to
teaching, traditional teaching pedagogy is where in which the teacher in the
classroom communicates the knowledge to the students regardless of the
students individual expectations or overall comprehension (Marui & Sliko,
2014). Holistic approach to teaching combines the curriculum topics to create
more flow disregarding any time limits with learning that can be transferable into
society away from the classroom (Winch-Dummett, 2006). Therefore combining
the traditional and holistic approach together with the right teaching strategies
such as group work and personalised learning the teacher has a greater chance
of the teaching and learning process being effective.
Constructivism learning theory looks at the learner and how they construct the
knowledge on their own and through this develops meaning that they
understand best (Hein, 2012). With the changes of digital technology, students
have greater access to information to construct and share with each other
(Wong, 2012). Constructivism considers the students as responsible for their own
learning which often occurs in and out of the classroom environment and allows
the teacher to act as an facilitator (Kong & Song, 2013). Using constructivism
learning can enable the classroom teacher to construct the students thinking
process and understand how they best learn through resources such as journals
and stories (Howe et al. 2012). According to Kong & Song (2013) Constructivism
learning theory "Is different from the teacher-centred paradigm in which a
teacher's role is to transmit knowledge in traditional classrooms"
Assessment and feedback teaching theory is important in correcting the mistakes that
students make, along with making them aware of those corrections. Assessment
according to Bintz (1991) is a way of determining what the student has achieved
aligning with the curriculum. In the past the traditional form of assessment was
considered separate from the learning process in the classroom such as tests and
marking of work, where the holistic views assessment as a part of the education in
current time (Daghan & Akkoyunlu, 2014). Feedback in the classroom can be both
positive and negative feedback towards students. Hattie& Timperley (2007) states that
through feedback students have more capabilities to detect errors in their own work and
lead to self-feedback, independent of the teachers help. Feedback and Assessment work
towards the holistic approach leading to more independent learners and transfer into
further education and work life.
Moving away from the traditional teaching method has more consideration with
the students social and emotional needs which more often can impact the
students ability to learn. Rothi et al. (2008) looked at the number of time the
schools deal with pupils mental health such as extreme behaviour that was
disruptive and lead to exclusion of the student. Considering the holistic form of
teaching and caring for all aspects of each students along with " appropriate
support during the school years can make a real difference to the quality of their
lives as adults." (Kyriacou, 2009) Daniel Goleman (1995) indicates that when
students who have negative emotions such as anxiety and stress they simply do not
learn (Cooper, 2005). Therefore looking after the student through pastoral care can
shift the teacher from remaining in their role as educator, stated by Thomson et al.
(2003) the teacher has to manage the different teaching strategies in the classroom
but also the relationship between students and the teacher. This is demonstrated
through the students who must get along with their classmates which all have
differing abilities and culture at home, that is where the teacher must act as an
consultant, negotiator and professional in the classroom (Kecskemeti, 2013) .
Combining the traditional with teaching the whole child allows more flexibility in
changing with current situations in society and the demands of technology. Teaching
the whole child as stated by Diamond (2010) the best and most effective form of
strategy to improve student education is to nurture and care for their social,
emotional and physical needs at the same time. You will not achieve the best results
if you only focus on the academic development of students.
Ormrod, J. E. (2011). Human learning (6th ed.). Boston, MA: Pearson Education.
Authors:
Ganz, Jennifer B.1 jennifer.ganz@utsa.edu
Flores, Margaret M.2
Source:
Journal of Autism & Developmental Disorders. Jan2009, Vol. 39 Issue 1,
p75-83. 9p. 2 Charts, 3 Graphs.
Freiberg, H. Jerome1
Lamb, Stacey M.1
Source:
Theory Into Practice. Spring2009, Vol. 48 Issue 2, p99-105. 7p. 1 Chart.
Eggen, P. & Kauchak, D. (2013). Educational psychology: Windows on classrooms
(9th ed.). Upper Saddle River, NJ: Pearson.
Authors:
Howe, Nina1 nina.howe@education.concordia.ca
Jacobs, Ellen2
Vukelich, Goranka3
Recchia, Holly4
Source:
Alberta Journal of Educational Research. Winter2012, Vol. 57 Issue 4, p353378. 26p. 5 Charts.
Source:
Educational Sciences: Theory & Practice. 2014, Vol. 14 Issue 1, p333-338.
6p.
Shariff, Shaheen
Strong-Wilson, Teresa
Classroom Teaching. 2005, p219-240. 22p.
Document Type:
Book Chapter