PSYCHOLOGY OF LEARNING AND MOTIVATION INDIVIDUAL DIFFERENCES NATURE OF INDIVIDUAL DIFFERENCES CAUSE OF INDIVIDUAL DIFFERENCES

 

 

PSYCHOLOGY OF LEARNING AND MOTIVATION

 

INDIVIDUAL DIFFERENCES

We notice that there are individual differences in structure, mental abilities, the colour of skin etc. in the students when we look at their faces each individual is unique.  If we carefully observe we can notice some are healthy and jolly and others are weak and irritable.  Some forget quickly and some remember well and some respond quickly and others slowly.  In this way, there are differences in individuals.  Every one of us is a typical human being in himself.  These differences in one form or other found in individual is named as “Individual Differences”  in psychological terminology.

The answers to these differences are found in two major forces i.e. heredity and environment.  Nature and nurture (Education) are two great influences which make the individuals today what they are.

NATURE OF INDIVIDUAL DIFFERENCES

Followings are the varieties of individual differences found in human beings:

1)   Physical Differences :  Height, weight, colour of skin and eyes structure  

etc. are the main physical difference.

2) Mental Differences :   People differ in intellectual abilities and capacities like problem solving and thinking  power, power of imagination, concentration etc. In the field of general intelligence also, we find lot of difference.

3) Difference in Motor Abilities : Very wide difference in motor abilities such as reaction time, speed of action, steadiness, rate of muscular movement, manual dexterity and resistance of fatigue etc.

 4)Emotional Difference :  In some individuals positive emotions like love, affection and amusement etc. are more prevalent whereas in other negative emotions are powerful.  Some are emotionally stable and others are emotionally unstable and immature.

5) Difference in respect of Interest and Aptitude :  Specific tastes and interests vary widely from person to person.  Some feel happy in solitude and some others feel happy in meeting persons and social work etc.  Some have  mechanical aptitude and other have artistic and musical aptitude.

6) Learning Difference : In the field of learning very vast individual differences are notice since the inception of teaching.  Some learn more easily and able to make their learning more comfortable than others. 

A particular type of method may be suitable for one group of learners but other group of learners cannot able to adjust in this method and they may more comfortable in other method.  In the same way the suitability of learning situation also depends upon the individual nature of the learner.

7) Difference in Social and Moral Development:  There may be lot of differences in respect of moral and social developments.  Some are found to be adjusted properly in the social situation and lead happy social life while others are socially handicapped – unsocial or antisocial, similarly people are found to differ in ethical or moral sense.

8) Economic Condition :

9) Relation with Parents :

CAUSE OF INDIVIDUAL DIFFERENCES :

Whatever may the differences in the individuals seems to exist can be clearly say to the variations in hereditary or environmental situation or both.

The numerous special factors that cause people to differ can be traced back to heredity and environment.  Individuals different in many cases because one has had better opportunities than another an environment factor – but even when given the same opportunities one person make better use of them than the another because he is better equipped by HEREDITY to take advantage of what the ENVIRONMENT has to offer.

i) HEREDITY :  “Heredity means the biological potentialities passed on through the GENES from the parents to the children.  Heredity consists of tendencies to develop in certain ways, these tendencies are not left behind in infancy but are carried along through life.”

ii) ENVIRONMENT : “Environment means all of the extrinsic forces, influence and conditions, which effect the life, nature, behaviours, growth, development and maturation of live organism.”

Heredity covers all the factors that were present in individuals when he began life, while environment covers all the outside factors that have acted on him since that time.

INDIVIDUAL DIFFERENCES ON EDUCATION :  The common belief is  that individuals differs in various abilities, capacities and personal characteristic is in fact responsible for bringing individual tendencies in education.  It has helped to teachers to realize the following facts.

a) In any group there may be persons deviate from the norms of the group.

b) Along with the average is the presence of very superior and extremely dull is equally possible in the class.

c)Every teacher should try to have the desired knowledge of the abilities, capacities, attitudes, aptitudes, interest and other personality traits of his students and in the light of his knowledge, he should give individual guidance to the learners for maximum use of their abilities.

d) From a group of students in particular field a teacher cannot expect uniformity in going proficiency or success.  Due to their subs-normal intelligence, previous background, lack of proper interest aptitude and attitude etc., some students have to lag behind in some other area of achievement.

e) It is important to know all students cannot be benefited by a particular method of instruction, a uniform and rigid curriculum.

SUGGESTION HOW TO DEAL WITH INDIVIDUAL DIFFERECE

When we realize the above facts, we think that some provisions we must have for the wide individual schooling and learning to individual.  However, the following suggestion may prove helpful for the teacher in this direction.

a) PROPER KNOWLEDGE OF THE INDIVIDUAL :  First step in making provision for individual differences is to know about abilities, capacities, interests, attitudes and other personality traits of the individual learners.  To find out, intelligence test, aptitude test and assessing personality traits should be taken.

b) HOMOGENEOUS GROUPING : a homogeneous group will definitely reduce the wide range of individual differences.  This is actually ability grouping.  I.Q. Performance test may be used for this grouping.

INTELLIGENCE : “Intelligence is a general capacity of an individual consciously to adjust his thinking to know requirement, it is general mental adaptability to our problems and conditions of life.”   -  “Slern”

“Intelligence is contained in comprehension, invention, direction and criticism.”   “Benet”

Intelligence test invented by French Scientist “Benet” & “Simon” in 1904.  I.Q.

(Intelligence Quotient) – Intelligence always refers to aptitude rather than achievement.  A student can be very intelligent yet accomplish very little in his studies.  The term I.Q.  is simply a moan of relating general aptitude to age.  It is determined by standard intelligence tests given under controlled conditions.

Psychologist applied the following formula for calculating I.Q.

I.Q.  =  MA/CA  X  100, where, MA  =  Mental Age           CA   =  Chronological Age

The intelligence quotient indicates the rate of mental growth of a child.

CLASSIFICATION  :

For purposed as comparison.  I.Q. are generally classified as per following table:

Sl. No.	Classification	I.Q.	% of normal population
01	Genius	140 &above	0.25%
02	Very superior	130-139	0.75%
03	Superior	120-129	5%
04	Above Average	110-119	13%
05	Average	90-109	60%
06	Below Average	80-89	13%
07	Dull or Border Lim	70-79	6%
08	Feeble minded	50-69	0.75%
09	Mentally Retarded (Moron)	49 & below	0.25%

(Classifications are required at the time of grouping the students for instruction.)

c) INDIVIDUALISING INSTRUCTION  : This enables the learner to learn at their own individual rate.  He may be asked to spend more time to study work or subjects and loss on stronger ones.

d) ADJUSTING THE METHOD OF TEACHING  : Every teacher does this to some extent.  Things are explained in different ways and the importance ones are repeated.  Appeal is made to different senses.  Formal instructions are supplemented by individual and group activity.

e) SPECIAL COACHING FOR DULL AND VERY BRIGHT LEARNERS  : Special coaching will be desirable to help the dull learner to overcome specific difficulties and frustration due to the poor relative achievement and to prevent the bright learner becoming board, disinterested and retarded.  Special arrangement also be made for those who are disable in sensory or physically.

f) ACCELERATION TO ABLER GOUP  : Extra promotion or giving special grades in a period may be satisfying and encouraging the learners.

REFERENCE TO READING :

1) The Instructor and His Job    by   H.C. Rose.

2) Educational Psychology        by    B.C. Rai.

ASSIGNMENTS

1) Name the varieties of individual differences.  Why is it necessary to take care of these differences sins the process of education?

2) Name the causes of individual differences and explain briefly.

3) What are the provisions for adjusting individual differences?

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PSYCHOLOGY OF LEARNING AND MOTIVATION

PSYCHOLOGY OF LEARNING AND MOTIVATION

PSYCHOLOGY OF LEARNING AND MOTIVATION

MOTIVATION - I   
 When we are interested in an activity or we real emerge to do it, we pay active attention to it, our performance will be quick and efficient. If an activity in forced on us against our desire, we do it but attention will be nominal and performance poor. In the first case there is strong good motivation, in the second, motivation if at all there is, it is poor in quality and strength. When people are highly motivated, they work intensively and accomplish more than they do when working in the routine way.
Learners learn only when they are ready to learn. It is quite natural that human mind is always busy in thinking something or the other. So, it is necessary to attract attention of the learners towards us to make out teaching successful, they are to be fully motivated before every new lesson is presented.
MOTIVATION: There are so many definition used in educational field, out of which a few are mentioned here.
“Motivation can be defined as the process whereby a person can be internally or externally stimulated towards an activity”. Motivation is the impulsion based on a need to do something to satisfy that need.
“Motivation is nothing but providing a sort of inducement to action. It is the process by which the pupil’s will do work is maintained.
A motive is a drive which aims for a goal, we can say: - DRIVE + GOAL = MOTIVE.
Motivation is a moving force or stimulus which precedes a behaviour or an act.
KIND OF MOTIVATION: Motivation can be broadly classified into two kinds:-
1) NATURAL OR INTRINSIC MOTIVATION: is that which originates from within a students own personality structure. Intrinsic motivation is defined as a “State in which an individual wants to do or learn for its own sake”. It is more effective in learning situation.
2) ARTIFICIAL OR EXTRINSIC MOTIVATION: it is define as a “State in which an individual does or learns something, not for his own sake but as a means of obtaining desired goal”. It is less effective than natural motivation.
ELEMENTS OF MOTIVATION:
For motivation following elements are good.
a) Good objective for learning is a suitable element for motivation.
b) Success, pleasantness, personality of an Instructor, knowledge of progress and incentives etc., are the elements of motivation.
USE OF MOTIVATION:
1. Motivation has four effects on learning:-
 a) it assists in initiating learning.
 b) It helps in directing learning, learning towards a particular worth while educational goal.
 c) It aids in continuance of learning especially when obstacles of difficulties arise.
 d) It contributes to reinforcement of learning.
2. Motivation implies student activity and this contributes its chief value in the educational   situation, since learning is by its natural active process.
3. Motivation results in greater effort on the part of the student. It makes that effort more pleasant    and more enjoyable.
4. Motivation stimulates a wide variety of responses and solutions.
5. Motivation helps to remove the lack of willingness on the part of the student to learn.
TECHNIQUES OF CLASS ROOM MOTIVATION:
Motivation is an integral part of teaching. It should help the students to form cooperative habits instead of rivalry habits. The following are some successful class room motivation techniques.
Instructor should:-
a) Be aware of biological need of the learner.
b) Use teaching techniques suitable to the age and mental development of the trainees.
c) Promote more class room security.
d) Develop the spirits of independence.
e) Make the learner to participate in learning.
f) Create pleasant situation in the class.
g) Provide incentive for learning.
h) Present impressive visual aids.
i) Create problem solving situation.
j) Set goal for every activity.
k) Watch the learner’s health against fatigue.
l) Inform the progress of his students.
m) Provide learning by learning situation.
SOURCES OF MOTIVATION:
The various sources from which a learner could draw inspiration to get properly motivated are as follows:-
1. A good teacher himself.
2. A favorable learning situation.
3. Encouraging attitude of all concerned.
4. Ample of opportunities to develop total personality.

METHOD OF MOTIVATION:
Motivation very much depends on need of a person. Some persons have their specific needs they understand the necessity of it and learn accordingly. The immediate and long range needs incite a learner to learn effectively.
In order to create motivation in an individual, there are various methods to be followed. Some of these are:-
1. By telling the necessity and importance of knowing new information and how the same will help them in their carrier.
2. By telling the relevant personal experience in the trade.
3. By telling some chances with in the future in Industrial field.
4. By personal and group activities. Motivation may being the form of personal need or group need.
5. By giving recognition and security.
6. By use of rewards.
7. By encouraging greater responsibilities.
8. By knowing the trainees.
MAINTAINING LEARNERS INTEREST:
The learners come for learning with many hopes and aims. Some of them have desire to improve their position or social standing and to obtain better benefits from life. Their minds are not matured to keep them firm on their decision and they may loose their interest. It may happen during one class lesson as well as during the period of training. Hence the Instructor should be quite tactful to deal with the young learners to sustain the interest among them (trainees for continuous learning).
A few of the following tips will guide the Instructor to help him in sustaining the interest amongst the learners:
1. The behavior of the Instructor towards his learners should be such that they feel that he is their own man, their guardian and their right teacher.
2. The method of teaching should not be such that they feel a burden over their shoulder but they should feel pleasure in the learning.
3. The Instructor should show interest equally to individual learner.
4. The Instructor should encourage competition in learning activities.
5. The Instructor should give the credit to the work well done.
6. The instructor should be impartial in his judgment.
7. The instructor should regard the deserving learner for outstanding work.
8. The instructor should try to provide favourable working condition.
9. The instructor should keep the entire class active with appropriate assignment.
10. The instructor should not find fault only with the job done by the learner. First he should point out the operation well done and appreciate his work and then show the defects and explain how they could be rectified.
11. The instructor should not give lengthy job to the learner, because they are keen to see its final appearance as early as possible.
12. The instructor should preserve the job done by the learners to let them feel that there is a value of the efforts made by them in making those jobs.
13.  The instructor should not abuse a learner for any mistake in front of his fellow metes. Reprimand him in a separate place.     
14.  The instructor should work along with trainees to help them.
CAUSES OF LOSS OF INTEREST:
There are so many causes to loose interest of the learners during training, some of them mentioned below:-
a) Learners having: b) Because the Instructor:

i. Poor physique. i) Offers unnecessary criticism.
ii. Bad company. Ii) Gives bad treatment.
iii. Fatigue (over work). Iii) Gives the work beyond the capacity of the learner
iv. Repulsion. iv) Has no self discipline.
v. Worry. v) Has inadequate preparation for teaching.
vi. Financial difficulties. vi) Teaching through dictation.
vii) Have defects in methods of instruction.

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The Shocking Revelation of EDUCATIONAL PSYCHOLOGY.

EDUCATIONAL PSYCHOLOGY
Introduction: Your experience and behavior have much in common with the experience and behavior of other people. Even your problem of adjustment – the frustration to be overcome, the aspirations to be achieved, the emotions to be controlled, the personal and interpersonal conflicts to be resolved – are shared by many others. So, look upon this as a subject about yourself – not as a  treatise on some hypothetical human being. While studying it, continually ask yourself, “How does this apply to me”. Remember, too, that the study of psychology can give you insight into the conduct of other people. It should increase your understanding; improve your ability to predict, perhaps even control, their behavior. Application of psychology in the home, in the classroom, in the professions, in business, in industry, in warfare, and in the perpetuation of peace are focused primarily on the prediction and control of human conduct.

Shocking Revelation of EDUCATIONAL PSYCHOLOGY

The professional preparation for teaching requires more than mere knowledge of a given subject. The aspiring teacher should have a solid foundation in general education in addition to a sound knowledge of the subject of his specialization. Besides, he must have knowledge of Educational Psychology.

Educational Psychology plays a significant role in equipping the student-teacher for effectively guiding children and young people in their growth and development through learning. The nature and scope of Educational Psychology are examined in the discussion, which follows.
Psychology and Education: Before we explain Educational Psychology, it may be appropriate to define education and psychology individually. Education attempts to modify behavior through the process of learning, while psychology studies behavior. Behavior can be modified only after it has been studied and understood. Thus, a student-teacher must learn and absorb psychology before he proceeds to impart education.

Pestalozzi, a Swiss schoolmaster, ingeniously thought of psychologizing education by stating that “a good schoolmaster studies his scholar’s nature as carefully as they study their books.” He proclaimed that the mind of a people is the primary concern of the educator and that the art of education must be based on accurate knowledge of the mental processes. He must know both English and the people in order to teach English to him. Since the knowledge of the people in psychology, the teacher must know psychology.   

The earlier definitions of psychology as the science of the soul, or mind or of the consciousness have since been discarded in favor of the definition that psychology is the science of behavior. Various states of consciousness like thinking, feeling and desiring can no doubt be examined by looking into one’s mind, i.e., by introspection, but introspection is not foolproof. Behavior, on the other hand, can be successfully studied by several means, besides the simple method of observing it. You cannot study a child conscious state like anger directly, but you can definitely recognize it from his behavior: from the glare in his eyes, his flushed face and clenched fists, all of which are easily observable. You know from your own experience how you behave when angry and hence conclude from the child’s behavior that he is angry. Thus, psychology is the interpretation and explanation of behavior in mental and psychical terms. The assumption behind this belief is that the mind controls behavior or is the source of behavior.

Educational psychology helps the teacher to understand his pupils, whose education or training is his responsibilities. It also makes him more competent to shape them. It helps him to know himself and to adjust himself to the demands of the school environment. It gives him the confidence to deal with his pupils and the ability to control and manipulate the teaching methods and materials. Psychology is the science that underlies the art of teaching.

IMPORTANCE OF EDUCATIONAL PSYCHOLOGY FOR TEACHERS:   

Educational psychology helps the teacher to become a better teacher, and to learner to become a better learner. In the education of teachers, educational psychology makes discipline a scientific tool, a precision instrument by which teachers can clarify goals, increase their perspective of the learning process, and learn to evaluate not only their pupils but also themselves.

Educational psychology is as crucial to teacher education as physics is to engineering or anatomy is to medicine. Although the anatomy teacher suggests no surgical techniques, one can imagine the consequences if a surgeon were to operate without a sound knowledge of anatomy. A similar relationship exists between educational psychology and teaching. Educational psychology advocates no particular teaching method or learning theory, but a variety of choices that would help one to understand standard behavior and thus improves one’s teaching techniques (Travers, 1979).
Educational psychology equips the teacher with such knowledge as can make him competent to direct or guide learning, motivates pupils to learn, helps pupils develop desirable attitudes, improve teaching techniques, and achieve those personal qualities that are conducive to successful teaching (Crow and Crow, 1964).
The teaching-learning process is somewhat like that of selling and buying. A salesman’s job is to convince customers to buy his wares. He has to demonstrate and smooth talk, irrespective of the fact whether he wins a prospective buyer. Hence all that he does from promoting to actual selling is merely a means to an end.

Similarly, the primary task of an educationist is to guide and direct the learning process of students and steer them towards a goal: that of knowledge and wisdom. And the more his persuasive skills the better he can instruct and edify. The educator is in effect an applied scientist who on the basis of his knowledge and teaching skills can guide young minds to be on the right track to academic aims and aspirations.
Another way of looking at it is to consider learning as a natural process of growth of the mind and intellect. And for healthy growth, a child requires an atmosphere congenial to his physical, mental and psychological development. At the same time, he can best excel in the field he has an aptitude for.

We must also remember that children learn according to their abilities and in terms of what nature has endowed them with. An effective teacher is one who has the ability to recognize a child’s aptitude and help him or her excel in his area of interest. Teachers should consistently encourage students to cultivate their skills and not to strive to excel in what he is not good at. The teacher must be a keen observer of a child’s behavior. Apart from classroom lessons, learning from experience, curiosity, and observation is also a natural process. Hence the social milieu in which a child grows up has a significant role to play in the child’s education. Nowadays, with the breakdown of the family values, loneliness has become a deterrent to the healthy growth of a child.

Hence the teachers should also be in constant interaction with parents, especially in the case of children with attitude problems. Thus a teacher also has a vital role to play in the psychological well-being of a child. To effectively take on these multifaceted roles, the teacher must not only be academically accomplished but also morally sound and socially mature. How thoroughly he has understood and accepted his responsibilities, determines his success as an educator.
Over and above these basics, a teacher must have patience, self-direction, and perseverance.
The teacher’s position is like that of the medical practitioner who has to study his patient before giving a prescription. The teacher who knows his pupils and the psychological principles, but does not know diagnose and improve his own behavior and his relationship with his pupils may be ineffective. Educational psychology functions as an essential aid to the work of the teacher. It, therefore, assists him to develop competence in studying children, in utilizing psychological principles, and in evaluating his own teaching methods.

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