• Analyze Turkish educational system according to approaches you learned. Which one is the most effective? Explain why you think in this way.

   Education is the manner of learning or the acquiring of information, abilities, importance, faiths, and attitudes. The education method was growing powerful from ancient cultivation phase itself. Throughout the culture stage, people must analyze writing and reading to convey information from the individual to individual and from age to age. From that point, education is getting an essential piece of everyone’s living and yet, it proceeds and will endure eternally. Education is the primary element in everyone’s presence. Everyone needs to acquire primary education to survive in this community. Education is the scheme which implements specific purposes for the entire community. Variations are common in each generation, and while we cross from one generation to the following generation, we may encounter particular differences in the educational regularity. Education is the transmitting and receiving of information within schooling and learning, particularly at a school or related establishment. The initial educational manners required partaking knowledge about collecting meals and implementing a place to stay, producing weaponry and distinct devices; acquiring the language; and earning the esteem, morals, and spiritual rituals or customs of a distributed culture. Before the discovery of reading and writing, humans survived in an atmosphere in which they strived to persist to life toward fundamental organizations, animals, and other humans. To remain, nonliterate people advanced professions that turned into social and enlightening exemplars. Education acquired from the human conflict for endurance and wisdom. It may be ceremonious or ordinary. Informal education leads to the common social manner by which people receive the information and abilities required to operate in their traditions. Formal education leads to the manner by which instructors teach learners in the fields of education in schools. Formally or informally every one of us are tutored. Education is the furnish with information. The overall improvement of subconscious, body, and spirit is the true teaching. Carter G. Woodson says about education that “For me, education means to inspire people to live more abundantly, to learn to begin with life as they find it and make it better. “Namely,  it is necessary to assign the education to the pupil accurately. For this purpose, principally, methods in the education system ought to be discussed. Behaviorism, cognitive code learning, social-cognitive learning, and constructivism are one of the most prominent among these approaches.

Firstly, what I have acquired is that behaviorism is based on perceptible functions. It demonstrates how all knowledge and habits are undeviatingly associated with environmental incentives. It implies that a student is typically inactive reacting to environmental inducements, and it may be an inducement prompting a reply by owning with it settled with a trigger. An illustration of this would be a dog salivating when they detect a ringing that he corresponds with food. The different idea of this theory is to compensate a withdrawal with producing inducements. A dog pushing a switch to deliver food would be an immeasurable case for this. Furthermore, a behaviorist does not consider that there is any disagreement among humans and animals because both can be disciplined by utilizing positive and negative awards. It concludes that a learner springs out with a blank schedule, and behavior is formed by positive and negative reinforcement. Reinforcement, positive or negative, improves the probability of an incident occurring repeatedly. Punishment, both positive and negative, reduce the opportunity of an issue occurring repeatedly. In this approach, educators present to the students’ direct feedback. They split down the assignments into petite assignments, they reproduce the inclinations as multiple times as reasonable and operate from the easiest to the various complicated assignments. They provide attention to positive reinforcement.  Skinner maintained that positive reinforcement is more fruitful in shaping behavior than punishment. The teacher presents the inducement element and indicates for the accurate answer. Repetition and decent conditioning hold the pot loaded. Between the teaching approaches, drill task, repeated training, extra points, assistance features, and verbal reinforcement guide to limit brain strain. Therefore, education programs based on behaviorism may operate for some students but collapse for others. A significant impediment to the advancement of behavior analysis in Turkey persists the fact that there are no references inscribed in Turkish or interpreted into Turkish that involve matters of behaviorism, particularly extreme behaviorism and answers to the critiques of it. By striving to explain these problems in positive directions by interpreting the work of Skinner and other behavior interpreters into Turkish has been one of our purposes. We consider this positive method of making people read in their native language what behavior interpreters consider and study will go farther in promoting behavior interpretation in our country that will be proceeding to interlace. The Turkish education system is based on behaviorism because some of the educators are not conscious of whereby significant is teaching. For instance, educators simply proceeded to lecture and deliver a speech forty minutes externally adjusting and explaining the topic with scholars. It is only assigning information from teacher to learners which is not adequate to get the required knowledge. Another essential feature is that this procedure is frequently practiced in our educational system because reproduction and recording are the main education methods. Therefore,  instructors ought to give awareness to improve the curriculum because of the help that students by taking conversely in teaching techniques. On the whole, this method is not convenient for learners to acquire, learn and experience so educators have a significant capacity in learners to improve them.

Secondly,  the word “cognitive” relates to the manner of reasoning, determining problems, learning, and recognizing. By description, accordingly, education must be surveyed as a cognitive exercise. It was designed as an option to the audiolingual method that features habit development as the manner of language learning. Because of its importance on inquiring a foreign language as a method of practices and information, preferably than learning it as an assemblage of abilities, the cognitive approach is seldom regarded the modern variant of the grammar-translation method. The cognitive approach contemplates the intelligent study of language practices as fundamental to the learning of a foreign language. One of its most prominent theories is a significant habit. Practice is deemed critical when the learner comprehends the customs required in the method. Hence, the intelligent subject of grammatical dictates is not only permitted, but also perceived principal to language learning. The teaching of grammar is deductive in this approach. The student is supported and promoted to first have a precise knowledge of a grammatical practice before they do exercise and handle the rule in essential contexts. It describes a clear difference to the audiolingual method which depends on pattern drills as a medium of instruction syntax, outwardly an unambiguous description of grammatical rules. The cognitive approach is primarily a theoretical project. It did not commence to the improvement of any teaching method as far as classroom procedures and exercises are interested. A cognitive outlook or approach to the manner of education would be one that offers various activities within which learners can explore and combine knowledge over firsthand preoccupation. In Turkey, although the intentions in the plans were made according to the levels in Bloom taxonomy based on behaviorism, they could not move surpassing understanding and knowledge in teaching and learning. Over time, by overlooking the high-level levels in the taxonomy, the applications are compared to the level of knowledge center level and their foremost assignment is not to obtain information. The education has given it likely to ensure learners with knowledge and remember this knowledge. It shows a conflicting image with its intensity in training. Considerably, if the educational policy in Turkey proceeded forward with this method, learners’ accomplishments may have developed. To define, the part of the instructor in the classroom is to encourage learners to obtain wisdom in this method and support them to retain. Although whereby instructors aim for their learners, the place is becoming critical as instructors process according to the curriculum. To sum up, learners require to apprehend which educational habits are best for them and determine a process by their own training for how to study in an active mode.

Thirdly,  Social cognitive learning happens when a person learns from other members of the group by examining and repeating their behavior. In order to emulate distinctive person a person has to build a communication connecting this person’s presence and that of his or her own, and this needs a specific level of cognitive improvement. Social cognitive theory is getting symbolic descriptions during observation. The method which is social cognitive learning based on a reflection of perceived behavior. Most frequently compared with the production of Albert Bandura, social learning theory combines systems of both behaviorism and cognitive theories of learning. In its simplistic structure, social learning theory describes how people determine by examining the presence of others. Bandura proposes that this method has four element parts – concentration, memory, machine generation, and impulse. Environmental and cognitive parts can lead the method as well. The system has numerous possible purposes for recognition behavior in the classroom, and in the community more regularly. Nevertheless, notwithstanding its extensive influence, social learning theory is not externally its experts. Education would be the pure social learning we acquire from convening our fundamental social, physical, and emotional demands.

Within good nurturing, the psychological growth of the person is discussed to not be contaminated. However, that is more abstract.   Therefore, social learning is perpetually a regular in an individual’s construction as we are self-contradictory susceptibility to others and our social maintenance practices, however, it may be eventually nature which will form how the social learning is applied and vice versa. Nature and nurture, behavior and psychology are associated with each other. It doesn’t speak for the intricacy of human differentiation exceeding recognizing that they endure. It doesn’t concentrate on character attributes, physiological variances, and their state. When interpreting behaviors and their linked cognitive methods.  We may assume that in Turkey education system particularly for colleges/educational field this approach could be implemented as a consequence of performing learners acquiring results. This approach is usually applied in informal education. For instance, we may believe of the instructor-learner connection that the instructor who seeks to increase his or her learner acquire practice, learn and perceive for comprehending the situation. In summary, really this approach can be worthwhile in particular fields still in Turkey, the education system does not promote emulating teachers as a function model.

Fourthly, Constructivism is essentially an approach that is based on research and experimental investigation is about how individuals learn. It states that people create their own perception and understanding of the world, within encountering things and returning with stimuli on those occurrences. When we face something distinct, we have to arrange it with our past thoughts and experience, perhaps developing what we believe, or perhaps rejecting the latest knowledge as unnecessary.   In any circumstance, we are engaged producers of our own experience.  Ultimately, the learners and instructor lecture about what they have acquired, and how their measurements and analyses supported (or did not support) them to completely grasp the concept. According to all knowledge at the above, constructivist learning theory is the genuine and profitable learning theory between them because learners including learn to create relationships and connections by linking the subject matter to their own life adventure. Learners must acquire how to precisely enunciate their opinions as well as to cooperate on tasks adequately by partaking the load of group projects. Accordingly, swapping opinions and then must receive to “transmit” with others and to assess their participation in a culturally satisfactory practice. This is crucial to achieving in the present world considering they will perpetually be presented to a kind of wisdom in which they will have to operate between others’ thoughts. Such an importance creates trust and self-confidence, which, in change, stimulate the learner to take more complicated puzzles and questions. If we combine the constructivist approach to the educational system in Turkey, it empowers learners to be prosperous in the area of science. Moreover, by advancing to the curriculum differences from fundamental education in Turkey, which is more efficient in the classroom in the structure of a constructivist approach, intended to improve its creativity. This development was put into use immediately, educators and administrators were encouraged and equipped with the required devices. For instance, the pupil appears to have perpetually internalized the examination from the group construction. Because it needs to get the work and opportunity to challenge and build its own experience. In the turkey educational system, regrettably, it is not straightforward to illustrate a comfortable position to do that because of the anxiety of incompetency. Therefore, previously their own system it is based on the thought of getting the instructor statements without doubting. Shortly, learners do not present questions they are simply attempting to achieve their education by utilizing the knowledge acquired from their instructors.

In conclusion, I believe the most productive approach is constructivism in Turkey education system because learners connect attention to the assumptions, methods, and techniques in conformity with the opinions of the learner, can improve the content of the course. Not only for learners but also for instructors it is advantageous. It permits learners to be as pleasant as potential in the educational environment, supporting them to produce autonomous production abilities and provides for action and deracination expected by learning exercises indoors in the classroom. It authorizes activities that permit learners to understand and discover their own errors and inconsistencies in their beliefs. Learners understand and apply their errors as an excuse to learn their mistakes. The constructivism is a knowledge and education theory which addresses personalities actively construct and shape their own existence.

                      Whitney Houston says, “I believe that children are our future. Teach them well and let them lead the way. Show them all the beauty they possess inside.” Therefore, we give every child an insight into the significance of their exceptional participation and the power of their engagement in the world because children are the precursors of the future, our self-regard, and our cheerfulness but on the contrary, so many children feel just like they are the puppets which are manipulated by their teachers, and it derives from the wrong method that teachers have chosen because they  tackle their students  in various methods, and even though there are some teachers  who educate their students into growing the hope of our future. On the other hand, there are some teachers too who want to direct their students completely and see them as benumbed and emotionless. Behavior is a sentimental argument between teachers and one of the few that is exactly conflicting, apart from this, verbally, obedience is a vigorous word to utilize. Submissive would be less sentimental, well-mannered also widespread. However, obedient is intentionally incendiary, in fact, it is insubordinate. Nobody wants to find out that the leaders of schools actually require that. Both obedience or disobedience is not appealing consequences in the environment of learning. Both of these extreme issues are undesirable possibilities. Schools are an environment of education, areas for reasoning, doubting and implementing knowledge, environments for discovering new abilities, and according to the one who supports this approach, it is easier to see like that without regarding their inner consciences. Obedience is easy because the child is taught to remain silent, to hide his or her tears because “crying is weak” or to stay noiseless because “it is annoying”,  and it ends up with developing a hazardous emotional and personal repression.   As though, children aren’t an individual but more like a possession that is controlled. Nobody can be a claimed teacher of  children if he or she behaves in regard to the method of authoritarian additionally acknowledged as severe approaching that is an inhibitory and demanding method but this approaches can be concluded seriously, such as someone who has no self-confidence, someone who feels powerless and someone with no mind or decision of his or her own. Obedience is straightforward and ignorance: it means just frightening the students by yelling at them and menacing them with disastrous outcomes. On the other hand, building a society that consists of more cooperative and self-confident people are more crucial in our global world because we desire to discover, which is difficult including something a lot impeccable.