Behaviorism explores behavior over cognitive outcomes, including classical conditioning and Pavlovian experimentation. Behaviorism has limited applications in learning and teaching. However, understanding behaviorist research of internal vs external motivation, as well as reward-seeking and punishment-avoidance instincts, can help educators make sense of certain learner behaviors. I seek to craft a learning environment rich with rewarding experiences while leaving plenty of space and encouragement for students to build confidence and internal motivation.

Cognitive Learning Theory, or Cognitivism, explores the act of thinking itself, and the active role that the thinking process plays in education as opposed to passive listening or wrote memorization. Learning in a cognitivist environment may involve problem-based learning, opportunities to discuss and work through new information, and acceptance of failure when a certain train of thought leads to a dead end. In doing so, learners practice the art of critical thinking, problem solving, gain insight into their own cognitive processes, and improve their ability to process new information.

Constructivist Learning Theory posits that students learn by incorporating knowledge into their existing mental and social frameworks. A constructivist educator may provide opportunities for active engagement with content and group work where social meaning may emerge. They will acknowledge that personal belief and culture plays a role in how meaning is made.

Growth mindset is the understanding that a learner's intelligence is not fixed; that their success is not constrained by unchanging factors such as IQ, but rather in their own belief that they are able to improve. When combined with the concept of "Grit", educators can encourage student success by emphasizing gradual improvement over innate skills. A growth mindset educator may encourage repeated attempts, destigmatize failure, and patiently maintain belief in student success.

Literacy Educators incorporate multiple educational theories to assist learners in building communication skills - reading, writing, and verbalizing - as these are the foundational skills needed for further learning and personal growth.

Assisting English Language Learners in building literacy involves more finesse, patience, and pedagogical skill on the part of the educator. Even so, it is vitally important to invest in literacy across barriers if claims of equitability and diversity in education are to be upheld.

In studying the tempestuous history of education in the United States, valuable patterns of access and equitability emerge.

Standards alignment is a necessity of modern education, and clarifies baseline expectations of learning experiences.

Contemporary education in the absence of contemporary technologies is bound to fall short of learner expectations. Age-appropriate use of technology should be inherent in every educator preparation and instructional design program as tools for motivation, engagement, differentiation, and universal design.