Classroom dynamics
Traditional Education (begins in France in the XVII and XVIII centuries)
Conductivist model
Constructivist model
Romantic Mode
Interaction between environment, students and teachers
Teacher is a facilitator of students when he designs the curriculum
Students create a meaningful learning through their motivation
Emphasis on memory and repetition of contents
Quantitative and memoristic evaluation
The student has a passive role in which he must integrate the influence of the knowledge with which he interacts
The evaluation is proposed as an incentive to learning
The teacher is the central figure of the classroom and the mediator of knowledge
Teachers help students to explore their interests.
The teacher, through dialogue, manages to create meaningful thinking in his students, because when he dialogues, he reflects and thinks.
If the teacher manages to establish collaborative work in his classroom, as an effect he will have collaborative learning where everyone contributes to each other
The teacher is quite useful learning, because when carried out in an ideal way, it ensures significant knowledge and encourages research habits and rigor in students
The teacher control their students, and is in charge of their behavior to improve and reinforce it to create learning in them and obtain effective classes every day.
Students learn on their own
Student interpret the information given for the teacher
Knowledge is share between students a teachers
Students are responsible for their educational process
Motivation
Teacher adapt to student needs using a effectiveclassroom managment tecniques
There are small groups of students
Students interests are important
Consider the insterests, attitudes, beliefs and differences
Contents based more on books and memorization of the theories than in the individual experience
Student participation in class is a priority.
There is no "hard" discipline
Students- emotions, behaviour and imagination are important to construct knowledge
Appeals for self-discipline
Interactions between teacher and student is freer
It has its origin in Germany with Immanuel kant
Students choose what they want to learn based on his natural interests, values and prior knowledge.
Alexander Neill (Twentieth century.)
The traditional school aims to stimulate the intelligence of the student, his ability to solve problems, his attention and his personal effort.
Encourage competition among students
Strong influence of the church and the Jesuit influence in education, virtue, obedience and personal development are sought as values to be encouraged.
Psycho-emotional development is not contemplated in this model
The teacher: prescribes, rules, sets the rules and is also the one who chooses the contents of the programming, is the subject of the process.
self-evaluation
Teacher understands emotions, behaviour,thoughts of his students
Student participates more
Teacher understands the culture of his/her students
Then, its predecessor was Jean Piaget (1914) after October Revolution.
self-regulation
Their actions should always be respectful with the intention of not harming the freedom or rights of others.
Modify behavior, giving opportunity for reinforcement
Watson was based on the study of observable human behavior and identified that it modifies the behavior of individuals after a process of stimulus, response and reinforcement that ends with learning.
Behaviorism is proposed as a psychological theory that takes the observable as an object of study and not the soul, consciousness or any other immaterial entity and therefore impossible to study objective and takes as a basis the observation within the guidelines of the scientific method .
.Modify behavior, giving opportunity for reinforcement
Watson (1879-1958) as the founder of behaviorism
The student is the one who obeys and follows rules, and adapts to the teacher's teaching, this is the object of the process.