A teacher must know his/her students because at the moment of evaluate the instructor could judge whether the written word was legible and evaluate it against some criterion or standard, or perhaps even assign it a grade of some sort. None of these actions would be particularly useful to the beginning student. However, the student could profit by having someone watch the performance and critique constructively to help eliminate errors. In the initial stages, early evaluation is usually teacher oriented. It provides a check on teaching effectiveness, can be used to predict eventual student learning proficiency, and can help the teacher locate special problem areas. The observations on which the evaluations are based also can identify the student's strengths and weaknesses, a prerequisite for making constructive criticism.
- A teacher also must know that students need to belong, to be valued, and to be appreciated on a daily basis.
- Students' cultures have value in the classroom, and these cultural identities must be validated through lessons and teaching practices.
- A philosophy that demands high expectations of all students is the beginning of empowering students for success.
The teacher's ability to identify with students or understand the cultural identities of students is necessary for addressing the needs of every student. Therefore, teachers must learn as much as possible about their students so that they can structure activities, build curricular materials, and tap into resources that will help all students be academically successful. "Teachers must empower students to succeed by providing them with a
Learning environment that respects their culture, embraces their diversity, and celebrates their differences."
Furthermore the also must have the knowledge of motivation concepts, principles, and theories should
be basic elements in a foundations course in educational psychology, but this is not really what educational psychology should be about. Teachers need to know how this conceptual knowledge relates to the classroom and to their in- structional role in the classroom. Teachers also need to know how to rely on this knowledge when dealing with issues that involve motivational concerns
and when making instructional decisions.
Some of the elements that affect learning are:
Goals an values:
Perceptions
depend on one's goals and values. Every experience and sensation
which is funneled into one's central nervous system is colored by the
individual's own beliefs and value structures. Spectators at a ball game may
see an infraction or foul differently depending on which team they support. The
precise kinds of commitments and philosophical outlooks which the student holds
are important for the instructor to know, since this knowledge will assist in
predicting how the student will interpret experiences and instructions.
Goals are also
a product of one's value structure. Those things which are more highly valued
and cherished are pursued; those which are accorded less value and importance
are not sought after.
Self concept:
Self-concept is a powerful determinant in learning. A student's self-image,
described in such terms as confident and insecure, has a great influence on the
total perceptual process. lf a student's experiences tend to support a
favorable self-image, the student tends to remain receptive to subsequent
experiences. lf a student has negative experiences which tend to contradict
self-concept, there is a tendency to reject additional training.
A negative
self-concept inhibits the perceptual processes by introducing psychological
barriers which tend to keep the student from perceiving. They may also inhibit
the ability to properly implement that which is perceived. That is,
self-concept affects the ability to actually perform or do things unfavorable.
Students who view themselves positively, on the other hand, are less defensive
and more receptive to new experiences, instructions, and demonstrations.
Time and Opportunity:
It takes time
and opportunity to perceive. Learning some things depends on other
perceptions which have preceded these learnings, and on the availability of
time to sense and relate these new things to the earlier perceptions. Thus,
sequence and time are necessary.
A student could
probably stall an airplane on the first attempt, regardless of previous
experience. Stalls cannot really be learned, however, unless some experience in
normal flight has been acquired. Even with such experience, time and practice
are needed to relate the new sensations and experiences associated with stalls
in order to develop a perception of the stall. In general, lengthening an
experience and increasing its frequency are the most obvious ways to speed up
learning, although this is not always effective. Many factors, in addition to
the length and frequency of training periods, affect the rate of learning. The
effectiveness of the use of a properly planned training syllabus is
proportional to the consideration it gives to the time and opportunity factor
in perception.