UNIT 4 – TASK 1 2
INTRODUCTION 2
RELEVANT THEORIES OF LEARNING 2
(Neo-)Behaviourists 2
Humanists 2
Gestalt Theory 2
The Cognitivists 3
Other theories 3
COMMUNICATION THEORIES 3
Transactional Analysis (TA) and Teaching 3
Neuro-Linguistic Programming (NLP) 4
CONCLUSION 4
UNIT 4 – TASK 2 5
INTRODUCTION 5
CURRENT SITUATION 5
THE FUTURE 7
How to apply the Humanist perspective? 7
How to apply the Cognitivist perspective? 7
UNIT 4 – TASK 3 9
INTRODUCTION 9
CURRENT SITUATION 9
WHAT I WOULD LIKE TO CHANGE 9
CONCLUSION 9
Bibliography 10

Total Word Count: 3297
Identify and discuss the significance of relevant theories and principles of learning and communication
Unit 4 – Task 1
Introduction
“Educational theory has, at …show more content…

Ideally communication takes place between the A states of both teacher and learner. During the early stages of a course however, in the process of building rapport between tutor and student, the P  C relationship may be present also because at this stage it is important that the basic needs such as security and belonging (Maslow) are met. In working with adults the teacher should avoid slipping into the P mode and encourage the learner to shift from Child to Adult ego state.
Neuro-Linguistic Programming (NLP)
Another theory of communication relevant to Classroom Relationships is NLP.

Conclusion
Reece & Walker (2006) identify behaviourism, humanistic and cognitivism as the three main models of learning. The question is now whether to use one model or use different models for different occasions. When using different models it is important to know upon what principles to make a choice. As there are many factors at play like: the nature and level of the subject matter, individual learning styles and availability of certain resources, it is important to find out what the optimal model is for a given set of circumstances. Referring to Knowles, Reece & Walker (2006) suggest relating the teaching approach to a mixture of topic and student analysis. The topic is related to the type (cognitive, affective or psychomotor) and the level of learning required. Simpler tasks are best learned by behaviouristic techniques, more