Using constructivism in classrooms is beneficial because it enables constant assessment of everything that people learn and how they understand it. As learners, people continually question themselves and the strategies they are employing to understand the concepts they are working on. As they progress, they develop strong abilities to incorporate new ideas. Through constant assessment, people are able to preview ideas, combine their ideas and generally develop their own approach.
Constructivism requires time for people to become accustomed to it. They must formulate their own assessment strategies for understanding concepts. While quick-learners are able to cope with new concepts and assess them, constructivism takes time for slow-learners. Since a classroom is made up of both fast and slow-learners, implementing this theory may prove time consuming as the teacher must accommodate both types of learner within the curriculum.
The application of constructivism in class does not end after the concept is taught. When used for some time on every concept taught, people get used to it. They can then apply it practically in life. For any situation that may arise, they can analyze and assert meaningful conclusions, using the knowledge gained in similar situations in the future.
Since the experience and evaluation of events relies mainly on what the mind perceives, it is difficult to change a concept. People are subjected to idealism, since their assessment gives them only one point of view. Though constructivists deny being idealistic, their summary of factual concepts is altered because of their assessment of different ideas through time. Idealism affects the constructivists generally, and their point of view, should it prevail, can lead to a deadlock in understanding even the simplest of concepts.