A. Behaviorism, constructivism, and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as whether students answer questions correctly or are able to follow directions to complete a task as directed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing of vocabulary words, or a symbolic reward system to inspire desired behavior and decrease unwanted behaviors. Constructivism, as indicated by the root of the word “build,” focuses on building new ideas or expanding what is already known. Students in a classroom that uses constructivism as a means of learning may appear to be more actively engaged in the learning process; they often learn something new by applying what they already know about the content area and exploring new topics to deepen their understanding. This type of class often uses hands-on manipulatives to allow students to actually build, create, or experience what they are learning. A cognitivist approach to learning could be explained by the mind's ability to process information, such as how a student might remember something, retrieve information, or memorize new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classes using this approach could incorporate learning strategies that help students categorize and sequence information for easier processing. Like constructivism, it can be an active style of learning.A1. SupportPersonal examples of a behaviorist teaching style are based on the widely renowned theory of BF Skinner, which in the classroom can be summarized by reinf...... center of paper... speaker and listener. The student can memorize the answers used most often and prepare advance answers in advance of situations in which he will encounter people who are less familiar with his language skills. By implementing this type of device, the student has become more confident and can communicate appropriately for a student of his age. In this case, integrating technology into the learning environment can make a difference in determining whether the student is employable or neglected due to an inability to communicate well on the job. Works CitedBrewer, E.W., Campbell, A.C., Petty, G.C. (2000 ). Fundamentals of workforce education. Dubuque, Iowa: Kendall/Hunt Publishing Company.Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 9, 2012, from http://projects.coe.uga.edu/epltt/