Student psychology: A few things to understand and implement (Part 2)
- Jul 03, 2017
Okay, now I promised in part 1 of this article that I’ll come up with a part 2 soon. So here it is.
Anyway, let’s go through the continued points without further ado.
5. Failure can be productive if you can turn it into a part of the solution
Failure doesn’t always has to be destructive in nature. I read a wonderful piece on the internet (can’t exactly remember the article now) where it said something like FAIL stands for “First attempt in learning.”
Although it might not mean the same thing that was stated in the aforementioned article, but the deduction is wonderful indeed. Effective as well, if you look at it from a different point of view.
Many students develop some sort of a phobia for certain subjects just because of past humiliating experiences that was directly linked to that of their failure in the subjects. The advice therefore is to NOT humiliate failure in anyway whatsoever.
Don’t ever look at failure as a problem. Look at it from the point of view of solution. Things like that can go a long way indeed.
6. Different students have different definitions of learning
What exactly is the definition of learning? Most students usually have different meanings of the same.
Some reckon that memorizing a bunch of facts and figures justifies learning the best possible manner. Some reckon marks or scores to be the only thing that constituting learning. But is that exactly so?
Nah! Things like that can never benefit them in the long run especially when the curriculum gets tougher and meaner in higher classes.
There’s a solution that comes in the form of the “Feynman method of learning.” You need to teach your students the very same technique to get the best results in the long run. Here’s a short video of it.
The Feynman method of learning teaches the actual meaning of learning in the best possible manner. You, yourself can also understand this from a classic quote of the man himself-
“You can know the name of a bird in all the languages of the world, but when you're finished, you'll know absolutely nothing whatever about the bird... So let's look at the bird and see what it's doing -- that's what counts. I learned very early the difference between knowing the name of something and knowing something (This last sentence is what I was talking about. The definition of learning is beautifully explained by that statement itself).”- Richard Feynman
7. Do remember to take special care of those introverts
Introversion Vs extraversion; this difference has always created issues in classes.
It has been found that teachers usually don’t pay much attention to their introverted students. Such a thing usually occurs as a result of communication gap. Introverts seldom come to their teachers on their own and thus, a gap in communication occurs in no time.
If this is a problem, you yourself have to be the solution. You have to invite responses from them through different innovative ways. If verbal doesn’t cut it, then written would do. But make sure you get them to participate. Sometimes silence can really talk the loudest of the lot.
8. Sometimes students can really feel claustrophobic in classrooms
I am definitely not kidding in this point. This psychological thing do occurs in students especially when they spend a substantial amount of time in confined space.
Image Source: Wiki
The solution is to take your lessons out periodically to freshen things up.
Such a thing can really have a positive influence on both the mind and the body. Now that’s exactly what the doctor ordered; isn’t it?
9. Good habits don’t form in a single day
Most psychologists reckon that a new habit approximately takes around thirty days to form in an individual.
So you need to give them the time they deserve. Make them believe that the habit will definitely form if they have the desire to form the same. Even a simple speech like that can go a long way indeed.
10. Teach them the proper definition of learning
The concept of learning is pretty abstract indeed. Most students generate different meanings of their own specifically when “learning” is concerned.
You have to discuss the definition of learning in thorough details with them at the start so that they don’t get into the wrong track. Remember the Feynman method of learning that I had highlighted above. Use that to your benefit.
So that’s it then. Hope these ten points highlighted in this and the previous article (Part 1) come in handy for your teaching endeavor. With that, I’ll sign off finally for the day. Hope you had a great read.
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