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Learning Theory Assignment

Teresa Tonkin
EDLC 504, Liberty University
Sarah Stalling
March 3, 2024
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Learning Theory Assignment

In crafting a customized learning theory for Keven, a sixth-grade student facing unique challenges, it is

imperative to weave together the principles of effective teaching, a comprehensive learning environment, and a

Christian perspective. Keven's diverse experiences, including frequent school changes and a parent's military

deployment, necessitate an educational approach that not only addresses academic needs but also nurtures his

character, engages with his interests, and embraces a Christian worldview. “ Educators have a huge opportunity to

create a safe space and positive mental-health experience for students of military families. Students spend a big

chunk of time in the classroom and if they feel seen, supported and understood, their learning experience can be

transformed” (Ngoma, 2021). In this three part examination we will delve into the qualities of an effective teacher

for Keven, the design of an enriching learning environment, and the biblical foundations that underpin these

strategies. Through this holistic approach, we aim to empower Keven on his academic journey while fostering a

sense of purpose, resilience, and spiritual growth.

Description of an effective teacher for Keven

In shaping a learning theory tailored for Keven, our focus revolves around key facets of teaching that

resonate with his unique circumstances and needs. An effective teacher for Keven should embody qualities

addressing character development, cater to diverse learning needs, nurture self-efficacy, and foster meaningful

relationships.According to Karre and Perkins “when a student’s educational environment is not understanding of

the unique needs of military-connected students and is not actively working to support those students, there is a

greater likelihood of the student experiencing school failure or failure to graduate on time” (Karre and Perkins,

2022). This is why ensuring a compatible teacher for Keven is imperative, as this could affect his learning long

term.

To kick things off, let's dive into the realm of character development. Recognizing the pivotal role it plays

in Keven's overall academic and personal growth is essential. With the challenges posed by his mother's

deployment and the frequent changes in schools, the teacher takes on the role of emphasizing resilience,

adaptability, and a robust work ethic.

In the classroom, virtues such as patience, perseverance, and empathy are not just concepts but should

be actively modeled and encouraged. Creating an environment that values character education involves weaving

discussions, literature, and activities that embody the significance of integrity, responsibility, and compassion. In

Keven's world, marked by potential instability at home, the classroom becomes a consistent and supportive haven

where positive character traits are not only preached but practiced.

Turning our attention to diverse learning needs, Keven's struggles, particularly in math, signal the

importance of tailoring instruction to accommodate various learning styles. An effective teacher employs

differentiated instruction strategies, utilizing visual aids, real-world applications, and hands-on activities to

enhance Keven's comprehension, ensuring that the learning experience isn't one-size-fits-all. Further tapping into

Keven's strengths and interests, be it his reading proficiency or passion for karate, skateboarding, and computer

games, the teacher integrates these elements seamlessly into the curriculum. Keven's engagement in math but

also acts as a motivational catalyst extending to other academic challenges. “Gameplay in school isn’t just about

having fun … effective games like March Mammal Madness link content with low-stakes competition and can

provide a more collaborative, engaging classroom experience—especially for students who may struggle to focus

or find their niche in learning” (Nguyen, 2021). Math problems suddenly take on a relatable twist, incorporating

scenarios from skateboarding or computer games. This strategic alignment not only elevates Keven's engagement

in math but also acts as a motivational catalyst extending to other academic challenges. Considering Keven's

history of grappling with math and his current lack of motivation, the teacher recognizes the critical need to bolster

self-efficacy. Frequent opportunities for success, regardless of size, become integral, with the teacher

acknowledging and celebrating Keven's achievements. Implementing formative assessments that allow Keven to

track his progress and set achievable goals contributes significantly to building confidence in math.

In sync with this, the teacher instills a growth mindset approach, framing mistakes as invaluable

opportunities to learn. The underlying message communicated is that intelligence and abilities can be developed

through dedication and effort. The learning environment becomes a positive, encouraging space where Keven

cultivates a profound belief in his capabilities, reshaping his attitude towards challenges, particularly in the realm

of math.
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Transitioning into the realm of relationships, the teacher recognizes that fostering connections is not

confined to the classroom alone. Understanding the impact of Keven's mother's deployment, open lines of

communication are established with Keven's father. Regular check-ins, progress updates, and collaborative goal-

setting become the norm, ensuring a seamless and supportive home-school connection.

Beyond familial ties, the teacher actively cultivating positive relationships for Keven within the peer group.

Group activities, collaborative projects, and a classroom culture valuing inclusivity contribute significantly to

Keven's sense of belonging. Drawing inspiration from Keven's involvement in church and enjoyment of Sunday

School, elements of faith and community are seamlessly woven into the classroom fabric, further enhancing his

sense of connection and support.

In conclusion, the effective teacher for Keven is a dynamic force, intentionally addressing character development,

engaging with diverse learning needs, building self-efficacy, and fostering meaningful relationships. By tailoring the

learning environment to align with Keven's unique circumstances and strengths, the teacher crafts an experience

that goes beyond academic success, nurturing personal growth in tandem. This holistic approach ensures that

Keven not only learns but thrives, embodying resilience, curiosity, and a genuine belief in his own capabilities.

Description of an Effective Learning Environment for Keven

Crafting an environment conducive to effective learning for Keven involves a strategic blend of direct

instruction, technology integration, motivation strategies, and behavior management. This comprehensive

approach is not a one-size-fits-all solution but rather a tailored framework designed to meet Keven's specific

needs, learning style, and external challenges. Many times military students come to class with fun exciting stories

and relate more to adults than their peers. With this knowledge, the teacher can strengthen peer relationships by

letting the student share stories and experiences of their life. Another way the teacher can support Keven initially

is asking him questions on his previous teachers and find out what kind of teacher he has bonded with in the past.

“Military students, like other learners, thrive when they feel respected by their professors, accepted by their peers,

and incentivized by results. Teachers are wise to value relationships and process in active learner activity

development to enhance student learning” (Hamilton, 2019). Meshing these techniques with the teachers

personal teaching style will allow Keven to feel welcome and , hopefully, excited to start in his new classroom.
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Starting with the cornerstone of direct instruction, the teacher acknowledges the imperative to align

teaching methods with Keven's learning preferences and struggles, particularly in math. A nuanced blend of whole-

group and small-group instruction allows for personalized support and targeted interventions. Clear, concise, and

scaffolded direct instruction ensures that Keven can navigate and apply mathematical concepts successfully.

Incorporating visual aids, manipulatives, and real-life examples becomes the norm, creating a tangible learning

experience for Keven. This not only demystifies abstract concepts but also fosters an environment where questions

and uncertainties are encouraged. Recognizing Keven's strength in reading, the teacher seamlessly integrates

literacy components into the math curriculum. From math-related literature to reflective journaling, this approach

bridges the gap between Keven's strengths and challenges, ensuring a more holistic learning experience.

The integration of technology into the learning environment becomes a pivotal tool in engaging Kevin and

aligning with his diverse interests. Leveraging educational software, interactive simulations, and online resources

resonates with Keven's enjoyment of computer games. Gamified learning platforms inject an interactive and

enjoyable element into math, potentially elevating Keven's motivation and participation.

Considering Keven's mother's deployment, technology serves as more than an educational tool. It

becomes a bridge between the home and school, facilitating consistent communication. Utilizing email updates,

virtual parent-teacher conferences, and online platforms keeps Keven's father informed about progress and

provides additional support during challenging times.

However, the integration of technology is approached with caution, acknowledging the need to strike a balance.

The teacher monitors Keven's screen time, ensuring that technology complements rather than replaces traditional

teaching methods. This mindful use of technology becomes a cornerstone of the learning environment,

contributing to a holistic and effective approach.

Addressing Keven's current lack of motivation becomes a priority within this dynamic learning

environment. Tailoring motivation strategies to align with Keven's interests and strengths involves exploring

intrinsic motivators. Making math problems relevant to his passions—be it skateboarding, karate, or computer

games—creates an engaging and relatable learning experience.

Setting achievable short-term goals becomes a key strategy, paired with regular positive reinforcement.

Acknowledging Keven's accomplishments through verbal praise, certificates, or a token system establishes a
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positive feedback loop that nurtures sustained effort. Collaborative and project-based learning approaches further

enhance motivation, allowing Keven to align his interests and strengths with his academic tasks.

Given Ms. Thomas's description of Keven's behavior, implementing effective behavior management

strategies is deemed crucial for maintaining a positive and focused learning environment. The teacher initiates a

functional behavior assessment, delving into the root causes of Keven's behavior. This proactive approach

considers environmental factors, antecedents, and consequences, aiming to identify and address potential triggers.

Implementing a structured routine becomes a cornerstone for Keven, providing predictability and stability. Clear

expectations for behavior, both academically and socially, are communicated and consistently reinforced. A

personalized behavior plan, crafted in collaboration with Keven, includes incentives aligned with his interests,

fostering positive choices and participation.

Establishing a positive teacher-student relationship emerges as a linchpin for effective behavior

management. The teacher invests time in connecting with Keven on a personal level, expressing genuine interest in

his well-being and success. This connection becomes the bedrock for trust and cooperation, easing the process of

addressing and redirecting challenging behaviors.

In conclusion, an effective learning environment for Keven is a dynamic and tailored framework that

integrates direct instruction, technology, motivation strategies, and behavior management. By aligning with

Keven's unique circumstances, strengths, and challenges, this approach creates a supportive and engaging

atmosphere. Within this environment, Keven is empowered to overcome academic hurdles, fostering growth,

resilience, and success in a positive learning community.

Biblical Basis for the Learning Theory

As we forge a learning theory tailored for Keven, anchoring our principles and practices in biblical

teachings becomes paramount. Scriptures offer a foundational framework, shaping our approach to character

development, diverse learning needs, self-efficacy, and meaningful relationships within the educational context.

Character Development:

"Start children off on the way they should go, and even when they are old, they will not turn from it."

(Proverbs 22:6, NIV). This timeless verse accentuates the significance of early guidance, aligning harmoniously with

our goal to instill virtues and moral principles that will serve as lifelong beacons for Keven. "But the fruit of the
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Spirit is love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness, and self-control." (Galatians

5:22-23, NIV). Drawing inspiration from the fruits of the Spirit, this passage offers a rich framework for nurturing

virtues within the classroom. It becomes a guiding light, contributing to the character development not only of

Keven but also fostering a nurturing environment for his peers.

Engaging with Diverse Learning Needs

"Just as a body, though one, has many parts, but all its many parts form one body, so it is with Christ." (1

Corinthians 12:12, NIV). This verse, akin to a gentle reminder, emphasizes the beauty of diversity and

interconnectedness within the body of Christ. It serves as a guiding philosophy, encouraging us to value each

student's unique strengths and abilities within the classroom setting. "Trust in the Lord with all your heart and lean

not on your own understanding; in all your ways submit to him, and he will make your paths straight." (Proverbs

3:5-6, NIV). Embedded in the wisdom of Proverbs, this scripture advocates for trust in the Lord's guidance. It

beckons teachers to foster a learning environment that acknowledges and caters to diverse needs, making the

educational journey inclusive and effective.

Building Self-Efficacy

"I can do all this through him who gives me strength." (Philippians 4:13, NIV). Empowering students with a sense of

self-efficacy aligns seamlessly with relying on God's strength, encouraging Keven to approach challenges with the

belief that God provides the needed strength. "For the Spirit God gave us does not make us timid, but gives us

power, love, and self-discipline." (2 Timothy 1:7, NIV). This scripture reinforces the idea that God's spirit instills

qualities contributing to Keven's confidence and resilience, building a foundation of self-efficacy.

Developing Relationships

"As iron sharpens iron, so one person sharpens another." (Proverbs 27:17, NIV). This vivid metaphor encapsulates

the significance of positive relationships, underscoring the role of teacher-student and peer relationships in

shaping character and fostering growth. "For where two or three gather in my name, there am I with them."

(Matthew 18:20, NIV). Highlighting the communal aspect, this scripture from Matthew reinforces the value of

collaborative learning. It echoes the impact of a supportive classroom environment, emphasizing the presence of

God in the collective pursuit of knowledge.

In merging these biblical teachings into Keven's learning theory, we witness the creation of a cohesive tapestry

emphasizing character development, recognizing diverse learning needs, building self-efficacy, and fostering

meaningful relationships. This grounding in biblical wisdom ensures that Keven's educational journey becomes a

transformative experience, nurturing not only his academic growth but also fostering spiritual well-being.

Conclusion

In conclusion, the development of a tailored learning theory for Keven encapsulates a commitment to

holistic education that transcends traditional boundaries. The effective teacher described in the first part embodies

virtues and practices that resonate with Keven's unique circumstances, providing a scaffold for his character

development and academic success. The meticulously designed learning environment, outlined in the second

section, recognizes and celebrates Keven's diverse learning needs, leveraging technology, motivation strategies,

and behavior management to create a supportive and engaging atmosphere.

Crucially, the integration of a Christian perspective, as detailed in the third part, establishes a firm biblical

foundation for the entire learning theory. Rooted in scriptures that emphasize character, diversity, self-efficacy,

and relationships, the theory not only caters to Keven's immediate needs but also nurtures his spiritual growth.

In unison, these elements construct a comprehensive learning framework that goes beyond conventional

pedagogy. It embraces Keven's strengths, interests, and challenges, providing a roadmap for both academic

achievement and character formation. As we embark on this journey, the overarching goal is to cultivate an

environment where Keven not only learns but flourishes – academically, personally, and spiritually.
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References

Hamilton, M. (2019, October). Journal of Military Learning.

https://www.armyupress.army.mil/Journals/Journal-of-Military-Learning/

Karre, J. K., & Perkins, D. F. (2022, July 21). Military-connected students’ educational success. PennState University.

https://militaryfamilies.psu.edu/wp-content/uploads/2022/08/clearinghouse_military-connected-student

s-educational-success_20220721.pdf

New International Version. (2011). BibleGateway.com. http://www.biblegateway.com/versions/

New-International-Version-NIV-Bible/#booklist

Ngoma, H. (2021, November). 6 ways educators can support students of military families. 6 Ways Educators Can

Support Students of Military Families | NJ Alternate Route Rutgers University.

https://njalternateroute.rutgers.edu/blog/6-ways-educators-can-support-students-military-families

Nguyen, H. P. (2021, March 26). How to use gameplay to enhance classroom learning. Edutopia.

https://www.edutopia.org/article/how-use-gameplay-enhance-classroom-learning/