The Japanese society, more specifically the classroom is an interesting place to be. Regardless of the level of schooling, a minute or two before the bell chimes, the students are seated and attentive, ready to learn. The student in charge of calling the class to order says “Ichigi-kan me no Eigo yoroshiku onegai shimasu” which loosely translates to “We are going to start 1st period English class, thank you for your time.” Consequently, they would substitute the word “Eigo”-English to “Rekishi”- History and so on. The Teacher would then greet the class and they would begin with warm-up activities so as get the student’s minds prepared for English. Frequently during the class there is a struggle to remember the English vocabulary, therefore
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Learning often constitutes the acceptance of new knowledge and skills that help to form the basis of our behaviours, attitudes, and comprehension. Learning “occurs when practice or experience causes a relatively permanent change in an individual’s knowledge, behaviour or attitudes. The change may be deliberate or unintentional, for better or for worse” (Hill, 2002). Thus learning encompasses three main approaches mentioned above behavioural, cognitive and constructivist.
According to Gredler et al “Behavioural psychologists emphasize observable changes in behaviours, skills, and habits”(Gredler, 2005; Swartz & Wasserman, 2002). Cues, prompts, reinforcement and punishment are significant in the behavioural explanations of learning. According to Hoy (2009), cueing refers to the provision of antecedent stimulus before a particular behaviour occurs. Presenting nonjudgmental cues helps to counteract negative confrontations in the classroom (Hoy, 2009, p. 98). Prompting provides the stimulus for the student to answer questions appropriately. However, the student should not rely heavily on prompting, in the classroom students should learn to respond to cues instead of relying on prompts. Teachers often use these antecedents in the classroom, especially when introducing a new topic that they believe students would have previous knowledge about. These serve as stimulus to elicit specific responses from the
Learning often constitutes the acceptance of new knowledge and skills that help to form the basis of our behaviours, attitudes, and comprehension. Learning “occurs when practice or experience causes a relatively permanent change in an individual’s knowledge, behaviour or attitudes. The change may be deliberate or unintentional, for better or for worse” (Hill, 2002). Thus learning encompasses three main approaches mentioned above behavioural, cognitive and constructivist.
According to Gredler et al “Behavioural psychologists emphasize observable changes in behaviours, skills, and habits”(Gredler, 2005; Swartz & Wasserman, 2002). Cues, prompts, reinforcement and punishment are significant in the behavioural explanations of learning. According to Hoy (2009), cueing refers to the provision of antecedent stimulus before a particular behaviour occurs. Presenting nonjudgmental cues helps to counteract negative confrontations in the classroom (Hoy, 2009, p. 98). Prompting provides the stimulus for the student to answer questions appropriately. However, the student should not rely heavily on prompting, in the classroom students should learn to respond to cues instead of relying on prompts. Teachers often use these antecedents in the classroom, especially when introducing a new topic that they believe students would have previous knowledge about. These serve as stimulus to elicit specific responses from the