Educational Theorists

Teaching styles vary from teacher to teacher. However, most teachers have one or two educational theorists that they relate to the most. After learning the basics of about five theorists, I found that I relate to Abraham Maslow and Lev Vygotsky.

Maslow was an American psychologist who created a hierarchy of needs, predicting that in order for a human to reach self-actualization (in order for students to focus and learn in school), he or she must fulfill basic human needs first (they must have a solid foundation in which they feel comfortable in). The below chart shows Maslow's hierarchy of needs in greater depth.

The base tiers of physiological and safety needs emphasize the need for a guarantee of food, water, warmth, rest, safety, and security before anything else can be considered. The middle tiers include belongingness and love needs as well as esteem needs. These incorporate the need for intimate relationships, friends, and strong self esteem that can be focused on once basic needs are met. Once psychological needs are met, the individual is able to focus on self-fulfillment needs or self-actualization. In this tier, the individual is able to achieve one's full potential. I think it's important as a future educator to understand that students who don't have their basic or psychological needs met will not be able to learn properly in the class. For example, if an adolescent is worrying about where they are going to get their next meal, then they won't be able to focus in school. Muslim students participating in Ramadan fast each day from sun up to sun down. The focus on food during this period of time is intense, and those students won't be able to turn their attention to anything else. Other examples include students who don't feel safe or students who lack strong connections with friends or family members. As a developing teacher, I will aim to pay attention to the needs of my students that come before the need for them to learn.

Vygotsky was a Soviet psychologist who constructed a zone of proximal development (ZPD). This ZPD stresses the importance of teaching something that is in the student's reach. The first zone is the comfort zone where a student is able to do the task now and without any assistance need. The second zone is the ZPD, or the learning zone, which is where a student can do the task now but with assistance. Vygotsky thinks of this zone as the sweet spot for targeting in schools. The outer zone is commonly referred to as the anxiety zone. Tasks that fall into this category are out of the student's reach, and if they are are assigned something in this zone they will most likely shut down. Below is a chart showing Vygotsky's ZPD.

Being able to recognize each student's ZPD is important as a developing teacher. During class we discussed the challenges of teaching a lesson in relation to the ZPD. Some of the challenges that can arise include students wanting a far lower reading level than they can handle, being able to recognize the beliefs instilled by parents, accounting for different levels of base knowledge that students are going to have, etc. As a future educator, I will need to consider what I am teaching and the resources available to my students. Allowing students to make their own choices in regards to how they will learn the information as well as be assessed on the information is important. Choice making personalizes a student's learning and engages them with the content. I agree with Vygotsky's ZPD; however, I also think it's necessary to introduce children with tasks and concepts that are out of their reach in order to show them where they are headed. If this introduction is shown in a calm and safe environment, the anxiety levels of the students will decrease. I think pushing kids to do their absolute best is important -- teachers just need to be careful in the way in which they do so.