THIS is The Maslow pyramid

Oral approach and situational language teaching

the Objectives are:

• a practical command of the four basic skills of a language, through structure
• accuracy in both pronunciation and grammar
• ability to respond quickly and accurately in speech situations
• automatic control of basic structures and sentence patterns.

The syllabus:
Situational Language teaching uses a structural syllabus and a word list.

Types of learning techniques and activities:

• A situational presentation of new sentence patterns
• drills to practice the patterns
  

Theory of language:The Structural view of language is the view behind the Oral Approach and Situational Language Teaching. Speech was viewed as the basis of language and structure as being at the heart of speaking ability. This was a view similar to American structuralists, such as Fries, but the notion of the British applied linguists, such as Firth and Halliday, that structures must be presented in situations in which they could be used, gave its distinctiveness to Situational language teaching.

Theory of learning:The theory of learning underlying Situation Language Teaching is behaviorism, addressing more the processes, than the conditions of learning. It includes the following principles:

• language learning is habit-formation
• mistakes are bad and should be avoided, as they make bad habits
• language skills are learned more effectively if they are presented orally first, then in written form
• analogy is a better foundation for language learning than analysis
• the meanings of words can be learned only in a linguistic and cultural contex

http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/SituationalLanguageTeaching.htm
Also it is important to know that the Teacher's Role and Student's role influence in the learning, there is an interaction in order to improve

Piaget

Jean Piaget (August 9, 1896 - September 16, 1980), a professor of psychology at the University of Geneva from 1929 to 1954, was a French Swiss developmental psychologist who is most well known for organizing cognitive development into a series of stages.

For example, he outlines four stages of cognitive development:

1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational

These four stages have the following characteristics:

1. invariant sequence
2. universal (not culturally specific)
3. related to cognitive development
4. generalizable to other functions
5. stages are logically organized wholes
6. hierarchical nature of stage sequences (each successive stage incorporates elements of previous stages, but is more differentiated and integrated)
7. stages represent qualitative differences inmodes of thinking, not merely quantitative differences

Piaget's theory supposes that people develop schemas (conceptual models) by either assimilating or accommodating new information.

These concepts can be explained as fitting information in to existing schemas, and altering existing schemas in order to accommodate new information, respectively.

Although some of Piaget's ideas are similar to those of Lev Vygotsky, Piaget was apparently unaware of Vygotsky's work. Originally a marine biologist, with a specialization in the molluscs of Lake Geneva, he embarked on his studies of developmental biology when he observed the way his infant daughters came to grips with and then mastered the world around them.

Piaget's theories of psychological development have proved influential. Among others, the philosopher and social theorist Jürgen Habermas has incorporated them into his work, most notably in The Theory of Communicative Action.

http://www.crystalinks.com/piaget.html

Vitgotsky

Vygotsky was born in 1896 in Orsha, in the Russian Empire (today in Belarus). He was tutored privately by Solomon Ashpiz and graduated from Moscow State University in 1917. Later, he attended the Institute of Psychology in Moscow (1924–34), where he worked extensively on ideas about cognitive development, particularly the relationship of work that is still being explored.
The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygotsky (1978) states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." (p57).
A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.
Vygotsky's theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first utterances with peers or adults are for the purpose of communication but once mastered they become internalized and allow "inner speech".
Vygotsky's theory is complementary to the work of Bandura on social learning and a key component of situated learning theory.
Because Vygotsky's focus was on cognitive development, it is interesting to compare his views with those of Bruner and Piaget .
http://tip.psychology.org/vygotsky.html

Learner´s style

I think I am a visual and somekind of conceptual learners
Sometimes I use visual references and I remember when I see the word in my notebook. I may usually like to see, diagrams, slides, charts, and other visual aids in the classroom. I write notes and if i do no have them i try to look them in the internet the concepts. I could benefit by drawing outlines of my notes and. I am not able to memorize because sometimes it is difficult to me so i try to relate with sth particular of my knowledge of the world.