Introduction

In achieving great academic results and performances of students, as an educator,

certainly there’s a lot of methods that need to be done and looked at. However, it is best for
teachers to analyze what their students' learning styles are and make the teaching methods
vary accordingly. Based on Ms Sarah’s case, who teaches an English Language to a Year 5
class in a rural school, I figured that each of her students’ have different learning styles and
Ms Sarah needs to approach them with different and various teaching styles in order to
make sure all of her students receive a good learning experience. Therefore, in this essay, I
will analyze Ms Sarah’s students' learning styles and how Ms Sarah can apply various
learning strategies to cater the different learning styles of students including students with
special educational needs.

2.0 Analysis of learning styles : Honey and Mumford model

First things first, it is a need to bear in mind that there is no such thing as right or wrong
when it comes to each individual learning style preferences. Everyone is different and all
have their own pros and cons. For Ms Sarah’s case, I will use the Honey and Mumford
model to analyze her students' learning styles. Peter Honey and Alan Mumford published
the Honey and Mumford learning styles back in 1986 (Denis. G, 2020). The Honey and
Mumford learning styles are four distinct learning styles. According to the theory, each of us
prefers to learn using one, or at most two, of these different learning styles. The four
learning styles that stated in the model are Activist, Theorist, Pragmatist and Reflector.

2.1 Activist Students

In the first paragraph of Ms Sarah’s case, it is stated that there is a group of students that
prefer to learn in a small group or in pairs and they seem to enjoy language games and
role-play activities. They also tend to get bored when Ms Sarah gives long explanations.
Based on my observation, I think that this particular group of students are categorized as an
Activist. According to the Honey and Mumford model, an Activist usually learns through
activity, building ideas, and they will try to tackle the challenges by having a group
discussion (Sussex Business School, 2022). In tune with Ms Sarah’s students that prefer to
learn in small groups, like to role-play, and tend to get bored easily while listening to others
talking in front, I believe that this group of students are activists.
 2.2 Theorist Students
Moving on to the next group of students in Ms Sarah’s class, I would like to identify them
as a theorist learner. Based on the Honey and Mumford model, a theorist learner usually
wants to understand underlying reasons, concepts, and relationships (James. A, 2009).
Suitable with this group of students that claims to be able to complete exercises correctly in
a short time, it is clear that they are a theorist as they can complete the task given in a short
time when they understand the concepts and relationship of what they are learning. In
addition, theorist learners really love it when they are given the opportunity to ask questions.
Just like this group of students, it is already stated that they like to be given chances for
them to ask questions and probe ideas. Thus, I strongly believe that this group of students
are theorists based on my understanding from the Honey and Mumford model.

2.3 Pragmatist Students

Proceeding to the next Ms Sarah’s student, which is believed to be a student with special
educational needs, based on my understanding and reading, Tony could be categorized as
a pragmatist student. This is because most theorist learners enjoy putting new ideas that
they have learned into practice and they like to seek out new ways (Denis. G, 2020). Just
like Tony, he is very eager to try new things out. Asides from that, theorists are always
practical and down to earth type, which also can be seen from Tony’s trait that shows a
high level of empathy in his socialization with peers. For that reason, I am deeply
convinced that Tony is a pragmatist learner.

3.0 Application of Behaviorist Learning Theory and its Implications

In this section, I would like to suggest what Ms Sarah can apply in her teaching and
learning based on behaviorist learning theory in order to cater the different needs of various
learning styles of the students. The term Behaviourism was first introduced by John
B.Watson (1878 – 1958) to indicate that learning will result in change in behavior which can
be observed and measured (Watson, J.B., 1916).
 3.1 Activist Students: Positive Reinforcement
Essentially, in my opinion, I think that it is best for Ms Sarah to use positive
reinforcement towards her activist students as according to Skinner, having reinforcement
as a behavioral consequence will increase the likelihood of a response being repeated in
the future (Mcconnell &James V, 1990). For instance, Ms Sarah can divide her students
into groups for role-play in drama, and from here, Ms Sarah should apply the positive
reinforcement by giving them rewards like a box of chocolates to the group that manage to
present the drama very well. Suitable with activist characteristics that like to work with
others, by adding this positive reinforcement, it will help the students to more actively enjoy
and be present during the learning process. Hence, with this, it will help the students to
achieve better grades in their academics.

3.2 Theorist Students: The Law of Exercise

Next, for this type of students, Ms Sarah can try using The Law of Exercise that has
been established by E. Thorndike. The Law of Exercise suggests that drilling or practicing
improves the efficiency and durability of learning, and according to Throndike's Theory, the
connections are strengthened with trial or practise and weakened when trial or practise is
discontinued. For example, Ms Sarah should give her students a lot of exercises frequently
related to the English language so that they will continue improving their language skills.
This is the best method to apply to these students as theorist students like to learn by doing
and applying their knowledge. Thus, this approach will help the students to be more
interested in learning by themselves.

3.3 Pragmatist Students: Shaping

Lastly, for this special educational needs student that suffered from dyslexia, I would
like to suggest to Ms Sarah to use a shaping method to help Tony learn better with his
learning difficulties. For example, Ms Sarah can use an exercise book that is specifically
made to differentiate letters like ‘b’ and ‘d’ to Tony. Ms Sarah should give this book to Tony
whenever the class started, and after a few weeks of observation, if Tony already can
differentiate these two letters, Ms Sarah should remove these helping tools as the intended
behavior has already been achieved. Thus, with this approach, it will help Tony little by little
to successfully complete the written task given just like other students.
4.0 Conclusion
In conclusion, it is important for teachers to understand the students' learning styles and
what learning strategies should be executed for each student in order to maintain a good
learning environment as well as a good learning process for children to learn and play.

REFERENCES

Denis, G. (2020) Minute Tools Content Team: Honey and Mumford Learning Styles. Source;
https://expertprogrammanagement.com/2020/10/honey-and-mumford/

James, A. (2009) Honey and Mumford: Typology of learners. Sourcel

https://www.emerald.com/insight/content/doi/10.1108/00197859410051235/full/html?src=re
csys&fullSc=1

McConnell, James V. (1990). Negative Reinforcement and Positive Punishment. Teaching of

Psychology. 247-249.

Sussex Business School (2020) Honey and Mumford learning styles. Source;
https://sussexbusinessschool.com/honey-mumford-learning-styles/

Watson, J. B. (1916). The psychology of wish fulfillment.

Scientific Monthly, 3, 479–487.