In psychology and education, learning is commonly defined as a process that

brings together cognitive, emotional, and environmental influences and experiences

for acquiring, enhancing, or making changes in one's knowledge, skills, values, and
world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what
happens when the learning takes place. Explanations of what happens constitute
learning theories. A learning theory is an attempt to describe how people learn;
thereby helping us to understand the inherently complex process of learning. There
are four main categories or philosophical frameworks under which learning theories
fall such as behaviourism, cognitivism, and social constructivism and humanism.

Firstly, Behaviourism is more concerned with behaviour than with thinking,

feeling, or knowing. It focuses on the objective and observable components of
behaviour. The behaviourist theories all share some version of stimulus-response
mechanisms for learning. Behaviourism originated with the work of John B. Watson,
B.F Skinner and others. They argued that behaviour can be conditioned by altering
the environment. Watson, an American psychologist held the view that psychology
should only concern itself with the study of behaviour, and he was not concerned
with the mind or with human consciousness.According to the psychologist Skinner,
language is a conditioned behavior . Learners are essentially viewed as passive
and learn language step by step for example by imitation, repetition, memorization,
controlled drilling and reinforcement. Secondly,Cognitivism emphasizes on what
goes on in the minds of the learner when he or she is learning or thinking. Piaget
emphasises on two main functions; one is organisation or equilibrium. The second
general function is adaptation. Adaptation refers to the tendency of the organism to
fit with its environment in ways that promote survival. It is composed of two
terms; assimilation and accommodation.Thirdly, social constructivism states that
learning is an active process, contextualised process of constructing knowledge
rather than acquiring it. Constructivism is a perspective of learning that has its
origins in the works of Piaget Vygotsky. Constructivists emphasize that learning is a
social activity. Cooperation, collaboration and group investigation methods allow
students to discuss ideas, beliefs and values with their peers and teachers. Fourthly,
Humanism focuses its attention on how individuals acquire emotions, attitudes,
values and interpersonal skills.

During my PBS 2, I have observed an English lesson of year 3. The lesson was
about The Hero in my Life. The teacher used a learning theory throughout her lesson
which is behaviourism. Behaviourism defines learning as a change in observable
behaviours due to environmental stimuli. Since the level of proficiency is weak, they were
very passive and teacher-centred. Using behaviourist learning theories, a teacher began a
lesson with the teacher introduced The Hero, Mother Teresa by having the children match
the puzzle of Mother Teresa in group. Then,she showed the complete picture in front of
the class.The children face only the teacher to avoid undesirable reinforcement that could
distract from the goal of the lesson. The teacher used the picture to explain the topic
because the children are engaged with the visual material. The behaviourist principle that
quite often applied in teaching and learning in the classroom is teacher will provide
practice, drill and review activities to enhance mastery of facts. For an example, the
teacher did demonstrations, drills, and lectures. In behaviorism, the pupils learn to speak
by imitating the utterances heard around them and strengthen their responses by
repetitions, corrections, and other reactions that adults provide. During the lecture,
teacher said aloud the sentences while the students followed the teacher. For instance,
teacher said the word Mother Teresa and the pupils followed her a few times. Teacher
taught about The Hero, Mother Teresa and gave them some exercises regarding the
lesson. Teacher checked students work regularly for example after every lesson ends.
Teachers assigned practice resources for homework in class so students can practice
skills and techniques necessary to achieve class objectives. Moreover, behaviourist
teaching methods tend to rely on so-called skill and drill exercises to provide the
consistent repetition necessary for effective reinforcement of response patterns. Question
(stimulus) and answer (response) frameworks in which questions should gradually
increasing difficulty. For an example, teacher gave several questions for the students to
answer. She provided some questions regarding The Hero, Mother Teresa such as where
Mother Teresa lived, How she looked, what was her occupation and so on. Teacher
discussed the answers for the questions in class and provided immediate and frequent
feedback for complex and difficult questions given. Therefore, exercises and drilling
should be applied in teaching and learning process in the classroom.

Moreover, in order to have learning the learner must be actively engaged and
being rewarded immediately and must reinforce their activity (Sotto, 2007).Behaviourism
gets a classroom quiet and attentive. For an example, the pupils got excited and made
noise when the teacher started her lesson. The teacher asked the students to stop making

noise and she praised them as good children. Students will be rewarded for good
behavior, and consequences will be given for bad behavior. Teachers use behaviorism by
rewarding students for successful answers. For an example, teacher asked all the pupils
to clap their hands when one of the pupils answered the questions correctly. In order to
receive reward, students behaved the way the teacher deems appropriate. Through this
the learner was active and there was an immediate reinforcement of correct
responses.They raised their hands and gave correct answers for the questions given just
to get appraisal. Then, learning involves repetition and association. Teacher repeated the
instructions and sentences and get students to memorize desired material. Instruction
focuses on conditioning the learners behavior. For an example, teacher repeated the
instructions of the again and again for the pupils to follow it easily. Teacher believed that
without repetition and proper conditioning, students would make mistakes. A pupil who
was doing her work in a class as instructed by the teacher should receive positive
reinforcement to encourage or condition the pupil to do the same the next day. The idea is
that when coupled with the praise, the pupils will take on board what they need to do next.
(Ashcroft and James, 1999: 76). Teacher may ignore undesirable behavior. The teacher
will not reward negative behavior. Behaviors that are not rewarded will decrease.

On the other hand, teacher also used two method in her teaching which is direct
and grammar translation method. The principles of the Direct Method are classroom
instruction is conducted in the target language, there is an inductive approach to grammar,
concrete vocabulary is taught through pictures and objects, while abstract is taught by
association of ideas. Next, the learner is actively involved in using the language in realistic
everyday situations and students are encouraged to think in the target language.
Speaking is taught first before reading or writing. Translation is completely banished from
any classroom activity and classroom activities are carried out only in the target language.
Emphasis is put on correct pronunciation and grammar. The teaching techniques used by
the teacher were reading aloud, question answer exercise, fill-in-the-blank exercise and
paragraph writing. Teacher also pointed to visual aid or gestures, to ensure student clearly
understands what is being taught. Teacher verbally introduced element, with care and
enunciation and student made various attempts to pronounce new element. Teacher
corrected student if necessary, pointing to mouth to show proper shaping of lips, tongue
and relationship to teeth. Teacher stated a phrase or sentence to student; student repeats
such 5-20 times. Teachers interacted with the students a lot and asking them questions

about relevant topics. So, the teacher and the students are more like partners in the
teaching and learning process.

As a conclusion, behaviorist approach is best with young learners. Behaviourist

learning theories simplify lessons so that the childs focused attention and the teachers
curriculum goals remain specific. Because of the efficiency of a behaviourist lesson plan
in terms of planning, execution, and assessment, the teacher has more time for alternate
classroom tasks. The clear structure of a behaviourist lesson can be especially beneficial
for children who are easily distracted or over-stimulated. However, the categorical focus
of behaviourism can be wearisome for children in need of variety and stimulation.