PSYCHOLOGY FOR TEACHING

Psychology
is the study of human
behavior and thinking.

 Teaching is...
an instructional process
involves implementing
strategies designed to lead
learners to attain certain goals.

Models
of
Learners
and
Teachers

Two Models that explain what

learning is and how it occurs.
1.The first model views learning as
being largely a process of acquisition by
learners a process of progresssively
accumulating information.

2.The second views participation as the basis

of learning.
Sfard(1998)

 Acquisition metaphor typically view thier role as

one of helping students to accumulate
information and concepts.

Participation metaphor are more concerned

with the process of learning

that is, with the students active participation in

Models of Teacher
Executive
views teacher as master teacher
primary resonsibility-arranging teaching-learning
situation

Therapist
views teacher as a highly sympathetic individual

primary resonsibility- haealthy and happy

development of learners

Liberationist
view teacher as one of freeing students mind
primary role-providing learners with tools and attitudes
necessary for learning

A MODEL OF TEACHING
To simplify without unduly distorting
reality, teaching can be describe in terms
of three stages, each characterized by
different demands on the teachers:
1. Before teaching
2. During teaching
3. After teaching

Psychology Applied To Teaching

Psychologys potential contribution to teaching becomes clear
when viewed in terms of our simple, three-stage teaching model
(preteaching, teaching, post teaching activities).
Psychology, after all, is most likely to provide us with answers to
some of the most important questions implicit in the model
questions such as :
How do people learn?
How can we use what we know about learning and motivation to
increase the effectiveness of our instructional procedures?

 How can we motivate learners?

By answering these questions, psychology can make a
tremendous contribution to teaching.
Moore and Hanley identified 13 specific task with which
teachers felt they could use help.

13 Tasks with Which Teachers Want Help

(ranked from most important to least important)
1. Developing effective learners 5. Identifying and
and a mastery of basic skills.
understanding readiness
factors that affect learning.
2. Guiding children to set up
and achieve realistic goals.
3. Locating materials and inservice support for more
effective teaching.

6. Motivating children to learn

7. Designing assessment
devices and interpreting the
resulting data.

4. Establishing and maintaning 8. Supporting teaching and

discipline.
technological methods and
materials.

9. Understanding the
interperonal factors that
influence a childs
educational goals.
10.Developing a greater
understanding of human
behavior.
11. Updating curriculum content
areas and methodologies.

12.Improving multipurpose
classroom grouping
techniques.
13.Obtaining administrative
assistance with
instructional planning.

Teaching As Decision
Making
to teach is to impart :
- skills
- knowledge
- attitudes
- values.

Teaching can be accomplished

by :

Telling
Persuading
Showing
Demonstrating
Guiding
Directing learners effort

Teaching As Problem solving

Another way of looking at teaching is to view it an exercise in
problem solving.
Some problem such as those relating to specific course or lesson
objectives are obvious.
Example, If one of the goals of a lesson in mathematics is for
students to learn division, then the problem that requires a solution
is to arrange for students experiences that lead to the competency
is question.
These have to do with managing the classroom environment,
monitoring ongoing activities, evaluating and assessing the interest
and understanding of individual students.

Teaching As Empower Students

Empower means to enable, to give power to. One of
the most important goals of education is to empower
students by providing them both specific information
and learning/thinking strategies and by helping them
to develop the feelings of personal power that
accompany the realization that one is competent and
worthwhile.

 Teaching empowers learners not only by

giving them important information and
skills but also by fostering in them feelings
of personal worth and confidence.
Foster new skills problem solving, critical
thingking, etc.

Teaching As Reflective Activity

One relatively recent movement in education views teaching
as a reflective activity.
Reflective teaching implies a process where teachers
systematically and actively think about thier teaching
activities.
Reflective teaching is relatively new in education the
concept is many decades old.

 It was defined by John Dewey in 1933 as the active ,

persistent and careful consideration of any belief or
supposed form of knowledge in light of the grounds that
support it.
In the other words, reflective teaching is a proactive
teaching proactive in the sense that teachers are asked
to assume more responsibility for constructing curriculum,
for evaluating thier own performance, for setting school
and class goals.

Teaching As A Craft
There are many specific skills and strategies that teachers
an learn and use effectively in thier teaching and there
are very important strategies and procedure that students
can learn and use in their learning.
Specific teaching strategies make up what is sometimes
referred to as Craft Knowledge related to the craft of
teaching.

 The specific learning and thinking strategies that students

become aware of are often called Metacognitive skills.
Metacognition refers to knowing, and this includes skills
such as those involved in remembering, organizing
informtion, studying and so on.

Some Problems and Challenges Facing

Todays Teachers
Teaching in todays schools if often challenging and difficult.
Possible effects of high stress include teacher:
-Apathy
-Alienation
-Cynicism
-Chronic Absenteeism
The decision to abandon a teaching carrer symptions
sometimes collectively labeled Teacher Burnout.

The Rewards of Teaching

The consummate and fulfilling rewards at the end of a
teachers busy day are worth waiting for. Did the students
learn? Were they frowing as they leave?Smiling and happy?
The prize is at times not easy to speculate.
Rewards may take different forms, some tangible, others
intangible.
Some may be fully deserved, others half-deserved.
For all thier infinite love for teaching and profound concern for
those being taught, the time has come to reflect how teachers
are amply rewarded.

A. EXTERNAL REWARDS
The whole country pays tribute to every school
population which is composed of the
administration, teaching personnel, students
and support staff, together with the parents and
the entire community.

Following is a revealation of how they are acknowledged

and recognized as called from testimonials,
commendations and citations.

A teacher is emulated.
A teacher is admired.
A teacher is appreciated.
A teacher is revered.
A teacher is loved.
A teacher is honored.
A teacher is idolized.

 A teacher is compensated.
A teacher is respected.
A teacher is remembered.
A teacher is gifted.
A teacher is cared for.
A teachers deserves materials symbols of outstanding
and remarkable achievements.
A teacher may deserve a promotion.

B. INTERNAL REWARDS
Rewards felt by teachers internally and without fanfare.These
are some forms the wonders and joy in ones profession.
Teachers are proud of share in the achievements of thier
former students.
Ultimate and crowning rewards felt by the teachers
themselves with sincere feelings of humility and a low
profile.