Explanation On Why PSYCHOLOGY OF EDUCATION LEARNING Is Important.

PSYCHOLOGY OF EDUCATION LEARNING

A.  Psychology means the Science of Human & Animal behavior. The psychology which is applied to the teaching-learning situation is known as educational psychology. It is an applied branch being one of the main fields of psychology. It consists of the application of psychological principles and techniques to the development of educational strategies and programs and to the solution of educational problems. The main function is that of helping peoples who are involved in education to develop a better theoretically and functional understanding of the educational process.

     

PSYCHOLOGY OF EDUCATION LEARNING

B.  PSYCHOLOGY OF INDUSTRIAL TRAINING

The psychology of learning has a special significance to a person, interested in the field of industrial training. The reason for this is quite plain. The seeds of learning are always sown in the brain or mind. So the science of mind engulfs (covers) everything related to learning and teaching.

The objectives of education are more general and these of training more specific. The figures shown below brings out the interrelation between education and training.

                                                                          

          T R A I N I N G                                                      E D U C A T I O N

                                                                                             

Broadly speaking training goals at developing an industrial in the spheres of vocational skills, related knowledge, and attitude. A person can not play a profession successfully unless he is through with the skills implied therein. The related professional knowledge is desirable to have a versatile (wide) background of the profession. Without this professional upgrading would not be possible.

Background knowledge enables a person to use his direction whenever the same is required to be exercised. Otherwise, he would simply “do as told”. The importance of attitude surpasses both skill and knowledge. One may possess any amount of professional skills and knowledge. Skill and knowledge remaining constant performance are proportional to the attitude towards work. Present-day the trend has demonstrated the truth of this hypothesis beyond doubt.

5 Difficult Things About SENSES ARE THE AVENUES OF LEARNING.

In an organized effort (called training) the development of skill, knowledge, and attitude is carried out through the process of teaching. The process of human development, by way of definition, means unfolding, out of originally unorganized individual human functions. It follows from this definition that natural potential (through heredity) should be possessed by the individual so that it could be developed through training. The natural potential for specific functions is called aptitude. There is a possibility that so people may mix up the term attitude and aptitude. Aptitude is the basic ability to perform a particular function, whereas, attitude means the will to perform. Training can develop an attitude and aptitude. Aptitude is a pre-requisite in a learner before the start of the teaching process. Aptitude can be developed but generally can not be changed totally but attitude can be developed and changed through training. 

DEFINITION OF LEARNING

 The acquirement of new knowledge, skill, and technique which can be reproduced at will in response to a given stimulus or situation. Learning is a change in behavior.

OBJECTIVE

Learning feeds on success.

Adjusting the human being to this changing world.

Common and agreed facts about the learning process that are:-

1. Learning is essentially a natural process – a process of growing.

2. Essentially an “active process”. Such activeness being with either mental or physical or combination of both.

3. A continuous process that begins at birth and continues throughout life. (the saying “Never too old to learn” comes from this)

4. Learning is a slow and continuous process and becomes easy when goes from simple to complex.   

5. Learning through the involvement of senses is more effective, clear and deep-rooted.

Bonus Post: The Shocking Revelation of EDUCATIONAL PSYCHOLOGY.

TEACHING AND LEARNING

Teaching and learning are clearly two different processes, (through inter-related). The process of teaching has to abide by the factors of learning. And for this reason, the teaching techniques have to take a clue from the learning process. Any effort to improve the efficiency of the teaching process would fail unless it is well connected and based on the basic factors/principles of learning.

Eliminate Your Fears And Doubts About THEORIES OF LEARNING

Read More

What is the Important Phase of Learning?

PHASES OF LEARNING   

True and complete learning is said to comprise three different phases. These are Phase of acquisition, Phase of Retention and lastly the Phase of Recall.

    PHASES OF LEARNING   

Acquisition Phase:

This phase of learning means to make an impression on the mind. Attention and perception, these are the two main factors involved on this stage of learning. Perception does not merely means seeing an object but seeing it with meaning. How much an individual does learn depends upon his perception and the amount of attention he has paid to the learning situation. When the individual is motivated to the learning situation through the inner drive, desire, need and urge his attention is automatically voluntary. For example, one’s interest in gramophone, radio, television etc. may motivate him to learn science. When external motivation and incentive (prize or reward) are use for the learner to learn, then the attention that he gives to the learning situation may be called an involuntary one. Both kinds of motivation are useful for the purpose of acquisition in a learning situation.

So far as perception is concerned, it is said by the psychologist that one should possess the capacity to receive and learn the things that the teacher wants to teach him. This is known as one’s mental set or readiness to learn. This psychological readiness on the part of the individual is pre-requisite to the acquiring of any kind of learning. It is often said, “You may take a horse to the drinking pool but it depends on the horse whether it wants to drink water or not.”

Fixation Phase (Phases of Retention):

It is a fact that one tends to forget things he has learnt if he does not use them. In this connection, Psychologists have recommended over-learning as opposed to under-learning. Many things are remembered almost for the entire life time of an individual if these have been over-learned.

This means that the materials have to be drilled and repeated off and on. In view of the above, it is clear that one should not be satisfied with the minimum amount of study but drill oneself beyond the level of just recall for remembering things. Another important factor which affects retention is the meaningful organisation of the material. The more meaningful the material, the more it is retained.

Application Phase:

The 3rd phase of learning is called recall. Learning is said to be complete only when the learner can recall the material to memory when it is needed. In this connection, Aristotle propagates his principle of contiguity as follows:-

If a thing is to be recalled, it must be associated contiguously with something else. If it is to be recalled it must be recalled contiguously with the former associated idea, which means that our experiences are not stored up in the mind in a crude unrelated way. They are tide up together in accordance with certain mental principles.

The principle of recall to memory may be explained through the laws of association, the law of similarity and the law of contrast. Similar ideas get associated together, so also any odes tends to suggest to its opposite.

Read More

DEFECTS IN INSTRUCTION

DEFECTS IN INSTRUCTION.

           It is common knowledge that trainees learn the good habits and also the bad ones from the instructor. So it is desirable to control and avoid the defects as the success of instruction depends on the instructor. Skill, knowledge, attitudes and habits are learned by the trainee from the instructor.

DEFECTS IN INSTRUCTION 

Common defects generally found in the instructors are:-

1. Failure to gauge the standard of the trainees:-

The instructor must know the competence of his trainees and the rate of grasping to adjust himself for the transfer of training (learning).

2. The instructor should avoid showing off:-

The instructor must avoid instructing his trainees all that he knows, but are not required to be taught. He must avoid thrusting all unnecessary material.

3. Explaining at a level much above the capacity of trainees:-

It is always necessary to proceed from known to unknown. In other words, one should not go beyond the reach of his trainee while giving instructions.  This will make understanding impossible.

4. Developing topics disproportionately:-

The instructor should avoid spending most of the time in explaining only those portion that are known to him well, and thus leaving other uncovered portions.

5. Failure to understand learners’ difficulties:-

It is very important to find out the difficulties of the trainees and their apprehensions and modify the approach of instruction.

6. Proceeding to teach lesson further without assessing understanding:-             

It is necessary to find out the level of understanding of the trainees in a topic already covered before going further. This is done only by assessment at each nodal point of the instructions and at the end of each unit.

7. Lack of enthusiasm in instruction:-

While it is necessary to possess good knowledge and skill in the lesson topic, one should also have enthusiasm in doing his work.

8. Not keeping abreast with the development in the trade:-

The instructor should always keep abreast of developments in his trade.  He should try hard striving to learn more.

9. Failure to set an example for the trainees to follow:-

He should provide learning experiences to the trainee to have the right attitudes, habits, and discipline by setting an example in his traits.

Major Difference Between PRINCIPLES OF TEACHING and PROCESS OF LEARNING

10. Failure to plan a lesson properly (inadequate preparation):-

Planning one’s lesson is of utmost importance in teaching. The instructor should plan his lesson with enough motivation and creativity.

11. Failure to select the right method:-

Selecting the method of training is as important as the content and it should be with a view to making learning faster, easier and everlasting.

12. Failure to use the appropriate aids in demonstration/lesson:-

Depending on verbal explanation a difficult situation, without the appropriate use of aids that will make instructions effective and learning easier will be detrimental to the progress.

13. Lack of mental alertness:-

The instructor should always aware of the happening around him in the class and in his section on the shop floor. This will avoid indiscipline and untoward happenings during instruction.

14. Lack of proper human relationship:-

Unless one develops a pleasant congenial atmosphere and proper understanding he cannot develop a good atmosphere desirable to enable the learning pleasant.

15. Bad manners:-

The instructor should possess good manners. He should not repeat admonition again for it will have a retreating effect on the trainees.

16. Lack of fairness and impartiality:-

He should always be fair, impartial but firm. Evaluation should be done without any bias and partiality.

Mannerisms commonly found in an instructor:-

Mannerisms refer to the peculiar habits of a person that are undesirable. Bad mannerisms are necessary to be eliminated. Some of them that need elimination are:-

1. Tall talk. 
 2. Bluffing. 
 3. Shouting.  
4. Murmuring. 
 5. Untidy dress.  
6. Whispering. 
 7. Chewing.
  8. Nervousness. 
 9. Absent minded. 
10. Playing with chalk.  
11. Not punctual.  
12. Discouraging trainees.
 13. Playing with duster & chalk.  
14. Snuffing & Sneezing.  
15. Leaning on the table.  
16. Always serious.  
17. Insulting.   
18. Teaching too much.    
   19. Pointing trainees by the pointer. 
 20. Writing improperly on the blackboard. 
 21. Repeating favorable words often.  
22. Spitting, smoking, coughing etc.

Causes bad mannerisms:-

1. Lack of confidence. 

 2. Poor subject knowledge. 

 3. Poor health conditions. 

4. Nervousness.

Read More

CHARACTERISTICS OF A GOOD INSTRUCTOR.

CHARACTERISTICS OF A GOOD INSTRUCTOR.

CHARACTERISTICS OF A GOOD INSTRUCTOR.

1.     Knows both trade and teaching job:-

Requires careful planning before attempt to present. Failure results in poor teaching.

2.  Uses understandable language and have command:-

Should explain in as near the trade terms, avoid difficult words,       should have quality to correct the language by hearing and verbal statement.   

3.  Should be prompt:-

Should maintain punctuality in all respect.

4. Avoids too much talking:-

Discussion will be restricted within the prescribed time. Explain to the parts only.    

5. Controls temper and tactful in avoiding arguments:-

Retains dignity as an instructor at all times. If unavoidable arguments occur teacher should tactfully side in open argument to find out actual facts, avoid criticism.

6. Usually stands while teaching:-

 Having some different opinion about this, teacher can more effectively teach the subject by standing, may be able to more freely, can use all equipment with more expression.

7. Encourage students:-

 Students may do wrong or mistake as they come for learning, teacher      

 should praise his best effort and then point out remedial suggestion.

8. Avoids playing Favourites:-

 Avoids giving the work only to intelligent students, treating equally with all   students. Do not make anybody as a favourite.

9. Avoids embarrassing the students:-

It is advisable to refrain from watching a student too closely or  staring at him while he is answering a question.

10. Check himself as well as his students before condemn the class or

individual:-  

Teacher should check himself at the level of student, then make them perfect  through different projects or jobs.

11. Gets along with superiors:-

Respect others, disclose your weakness in front of elders and lay of, get it  corrected.

    

12. Give prompt attention to order and request from superiors:-

Management can be effective only when there is team work. Rules and regulation instructor has to set for his own work, then student may follow. 

13. Co-operative with others:-

Do not encourage non-co-operative with others by himself or student.

14. Use suitable teaching aids and equipment:-

Failure to use necessary equipment and material to teach a lesson indicate a lack of knowledge of the function of efficient teaching.

15. Use objects instead of illustration:-

Visualisations of objects are more effective than illustration and can    save the instruction time.

16. Use right methods in teaching:-

Most practical method should be adopted for effective teaching, lesson should be arranged in point-wise and consider students capability.

17. Get and hold attention of class:-

Without sorting attention of the class Student will be confused,    attention to be on   new ideas.  Attention to be maintained throughout the period by means of telling important points.

18. Explain new lesson before application:-

Without proper explanation student may not be able to do.

19. Give clear out and adequate direction:-

Do not leave the student before they thoroughly understand.

20. Answers all learns question:-

Failure creates dissatisfaction, do not give bluff.  It requires better say “I don’t know, but look it up in the next class or after some time.”  Depends upon impotency.

21. Put question clearly:-

Question should be clearly worded and carries only one answer.

22. Question first, ask for answer later:-

Allow the students to think over for some time and ask for the answer.

Read More