Differentiation within the classroom context refers to the process of altering learning activities and classroom procedures in order to accommodate for the individual needs of students. These needs can include (but are not limited to) gender, learning style and ability, or ethnicity. This piece will identify and compare two different pedagogical approaches, with specific consideration of learners with anxiety.
Behaviourism refers to the theory that learning is influenced by the external environment; through conditioning, either consciously or unconsciously (Woollard, 2011). At its core, it suggests that ‘bad’ behaviour can be prevented through punishment, and ‘good’ behaviour can be encouraged through rewards and praise. For example, if a student is loud and disruptive during a lesson, their teacher may punish them by making them pick up rubbish during recess. This demonstrates to the student and their peers that this behaviour is not acceptable in the classroom, and the punishment acts as a deterrence. While there is a time and a place for a behaviourist approach, it may not be appropriate when dealing with a student who is facing mental health issues. The punishment/reward system, especially in combination with a strict classroom management style, might lead to students being fearful about making mistakes, or worried about approaching their teacher when something has gone wrong. Further, this could lead to students being anxious about coming to school altogether.
In contrast, care pedagogy focuses on a developed relationship between a carer and the cared-for; in this context, a teacher and student (Goralnik et al., 2012). There is the implication of caring and support between two individuals. This, in combination with a more relaxed classroom management style, could be more suitable for supporting students with anxiety. If a student feels that they are cared for, they would feel more comfortable approaching their educator in situations where they have made a mistake or need additional support. They would not believe their behaviour warrants a punishment, and would feel more comfortable in the classroom environment.
References
Goralnik, L., Millenbah, K. F., Nelson, M. P., & Thorp, L. (2012). An Environmental Pedagogy of Care: Emotion, Relationships, and Experience in Higher Education Ethics Learning. Journal of Experiential Education, 35(3), 412–428. https://doi.org/10.1177/105382591203500303
Woollard, J. (2011). Theory. In Pritchard, A., & Woollard, J. (Eds.) Psychology for the Classroom: E-Learning (pp. 30-37). Routledge.
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