Humanism In Classroom

“Learning is what you do when you don’t know what to do”, (Claxton, 1999, as cited in Fraser, 2012, p.22). However, as anybody knows, learning is not linear, nor do two people learn at the same pace in the same way and their learning never ends. That includes teachers. We bring our own life experiences to the classroom, involving philosophies about teaching alongside the theoretical beliefs. These beliefs have implications on how teachers view their role in the classroom, how they manage their classrooms, how they deliver curriculum content and assess students work. When I first began my teaching degree, I thought I was a behaviourism teacher all the way. Teach the good behaviour and the grades will follow.
However, as I have journeyed on, my philosophy has changed and I have learned that all of the learning theories interlink as no one theory explains all learning when teaching a child. I have come to realise that upon looking at my own pedagogy around the theoretical beliefs, that I lean more towards the humanism theory at the core of my theoretical circle. Humanism in the classroom teaches thinking and feelings skills and communication alongside respect for their needs and talents. …show more content…
This theoretical belief is one that requires it to be used responsibly. The theory of social constructivism envelops and threads through humanism and behaviourism theoretical beliefs. Vygotsky emphasized the critical importance of culture and the importance of the social context for cognitive development (Chen, n.d). Bruner (1966, as cited in Duchesne, McMaugh, Bochner, & Krause, 2013), explains that if students make connections to their learning in meaningful ways, they will remember it and are more able to apply what they have learned in useful ways. Therefore, “assessment is an important skill for constructivist teachers”,