Learning: Meaning, Nature and Principles of Learning
Learning occupies a very important place in our life learning influences what we do, how we do learning therefore provides a key to the structure of our personality and behavior.
Kimble (1961) – Learning is a relatively permanent change in behavioral potentiality that occurs as a result of reinforced practice.
Learning is
1. A process and not a product.
2. All the experiences throughout life and training help to produce change in behaviour.
3. Change may not always be positive.
4. Learning may discontinuance or abandonment of existing behavior.
5. Learning prepares an individual for any adjust and adapted necessary.
6. Learning is purposeful and goal oriented.
7. Learning is a comprehensive process and is too wide.
8. Learning is universal and continuous.
9. Learning involves new ways of doing things.
10. Species specific learning is not included in learning.
11. Learning due to maturation, fatigable, illness or drugs is not considered learning.
OUTCOME OF LEARNING
Brings desirable change in behavior
Attaining of teaching learning objectives.
Attaining of proper growth and Development.
Attaining balanced development of personality.
Attaining proper adjustment.
Realizing goals of life.
Factor Affecting Learning
1. Factors Associated with learner
• Learner’s physical and mental health.
• Potential of learner.
• Aspiration and motivation of the learner.
• Goals of life of the learner.
• Readiness and will power of the learner.
2. Factors Associated with men and material Resources
• Quality of teachers (Degrees, Skills, Qualities)
• Socio-Economic climate in the institution.
• Availability of TLM & other resources.
• Availability of conducive environment & learning ituation like:
• Proper seating
• Peaceful environment
• Congenial learning environment at home.
• Proper provision for rest and recreation.
• Provision of opportunity for creativity & self expression.
3. Factors associated with the type of learning experiences.
• Nature of learning experience (Organized, Inspiring, Learning Experience)
• Methodology of learning like:
• Linking learning
• Correlating learning
• Revision & Practice
• Feedback & Reinforced
• Suitable learning methods.
Learning Theories and their educational Implications
There are many different learning theories which are proposed by different psychologies from different schools of psychology.
A. Classical Conditioning: -
A theory develops by Ivan Pavlov through the conditioning of a dog to salivate when it heard a bell. Pavlov demonstrated that artificial stimulus become so strong as to produce salivation even where it was not accompanied by the natural stimulus Watson also demonstrated such conditioning by including fear in his eleven month old subject Albert. In this process we learn to respond to all other stimuli. He also gave the phenomena of extinction. This is known as ‘operant conditioning’ – Here learning is dependent on its consequences. Behaviors which are reinforced are likely to be repeated and those which are not reinforced are unlikely to be repeated.
Thorndike’s Trial & Error Principle
Educational implications of Behaviorism
A. Behaviorism revolutionized methods and the entire programme related to education. It emphasized greater need to provide the best possible learning situation for better growth and development of the child.
B. It gave as the technique of shaping behavior and behavior modification programme.
C. Behaviorist advocated use of reinforcement and reward in place of punishment and unpleasant experiences to acquire desirable behavior.
D. Behaviorism highlighted the role of motivation and definition of the aims and purposes in learning and shaping behavior.
E. Behaviorism gave rise to new innovation like programmed learning and individualized self instructional programme – involving teaching machine and computer assisted learning.
2. Cognitivist’s / Gestalt’s Insightful Learning Theory :-
‘Gestalt’ is a German word nearest English translation is configuration or organized whole Gestalt psychologists consider the process of learning to be a gestalt – an organized whole. These psychologists tried to interpret learning as a purposive, exploratory and creative enterprise instead of trial and error or stimulus response mechanism. A learner, while learning always perceives the situation as a whole and after seeing and evaluation the different relationships take proper decision intelligently. Kohler describes his experiment with chimpanzee and he use the word ‘insight’ to describe the perception of the whole situation – by the learner.
Implications of Insightful Learning Theory
a. It made learning purposed and goal oriented so the teachers need to think about the objectives of teaching.
b. They emphasize the importance of viewing a particular lesson the situation as whole, has given the birth to the important maxims of teaching i.e. from whole to part, known to unknown.
c. Gestaltist emphasized the role of motivation.
d. They provided a scientific and progressive method of problem solving.
e. They emphasized on organizational climate, institutional planning and group dynamics etc.
Humanistic theory of learning by Carl Roger: (Experimental Learning)
Humanist psychologists give more value to the human beings by not considering him merely as a sophisticated machine or a victim of the conflict between the ego and the id. It considers him as a purposeful being, capable of adapting himself to his environment and choosing his own course of action in order to achieve the goals which he has selected for himself.
1. Humanist psychologists emphasize such distinctively human aspects of personality as the existence of free will and freedom of choice.
2. Man is always searching for unique goals and values to guide his behaviour and to give a personal meaning to his existence.
3. He (Carl Roger) calls his theory the experimental learning, it is quite vital to one’s progress and welfare.
4. Experiential learning (Repairing a car) is learner centered.
5. Experiential learning is characterized by personal involvement of the learner.
6. It is characterized by self – evaluation.
7. It leaves a pervasive effect on a learner whatever is learned through this method can be used when and where he needs.
Educational Implications of Experiential Learning
1) Arrange a favorable and positive climate for learning.
2) Helping the learners to have a clear cut objective of his learning.
3) Organize the learning resources and make them available to the learner.
4) It emphasizing intellectual and emotional component of learning.
5) It emphasizes to share feelings and thoughts with learners in a democratic way.
6) Here the learner is in the center, he does not have any threat.
7) The procedure is such that learner develops openness and willingness to learn.
4. Constructivist Theory of Learning by Lev Vygotsky
Lev Vygotsky has focused on social interaction which plays a fundamental role in the development of cognition. Vygotsky says that a child learns first through observation and interaction latter.
What is meant by Constructivism?
The term refers to the idea that learners construct knowledge for themselves. Each learner individually and socially constructs meaning through his experiences in the society.
Principles of Learning / Implication of Constructivism:-
1. Learning is an active process in which learner uses sensory organs and perceives to construct meaning out of it. The learner interacts with the material and forms meaning which is based on his world of experience and his interaction with social world. So, learning by doing is emphasized – Interactive Learning. Experiments and self learning activities should be given to the students.
2. Constructing meaning is a social activity because actions or gestures and language have different meaning at different places e.g. “blue” is a colour but in America it represents ‘sadness’. So our learning is associated with our connection with other human beings – our family members, teachers, peers, neighbour – so more group discussions, peer teaching, pair learning should be given.
3. Learning or constructing meaning does not take place in isolation. Whatever idea we come across is first related to our previous knowledge, so we interact with our existing knowledge and we form a new meaning – so a reader constructs meaning which may be different than the author. He the reader is in the center and autonomous to make a new means for him.
Intelligence: Concept, Importance of measuring various types of tests
Jean Piage (1952) Intelligence is the ability to adapt to one’s surroundings.
Wagnon (1937) Intelligence is the capacity to learn and adjust to relatively new and changing conditions.
Intelligence may be understood to be a mental energy available with an individual to cope with his environment in teams of adaptation and dealing with novel situation as effectively as possible.
There are many theories of intelligence proposed by various psychologists but Gardners theory of Multiple Intelligence changes the notion of general intelligence. He believes that there are seven independent types of Intelligences they are as under.
1. Verbal/linguistic Intelligence
2. Logical and Mathematical Intelligence
3. Spatial Intelligence
4. Musical Intelligence
5. Kinesthetic Intelligence or Bodily Intelligence
6. Intra-personal Intelligence
7. Inter-personal Intelligence
This gave us the idea that each individual has different intelligence level and different combination of Intelligences. This gave us the idea that individuals have differences in their abilities and this individual difference has to be address at the class level. Besides the intelligence level there is also a concept of Emotional Intelligence which also plays an important role in individual’s abilities to perform tasks.
Types of Intelligence Tests: These tests are useful to help the individuals who have language handicaps, who are not literate, who are deaf and dumb and mentally retarded or culturally deprived and those who have high ability. These theories gave us the concepts of mental age, chronological age, educable and trainable, mentally retarded and mentally gifted children.
There are many different types of intelligence tests which are available in the market. They are Individual tests, group tests, verbal tests and non- verbal tests.
Aptitude: Concept, Importance of measuring and Types of aptitude tests
Aptitude may be defined as a specific capacity or special ability, distinct from the general intellectual ability of an individual, indicative of probable success in particular field after receiving training. Aptitude is adjudged to be the product of both heredity and environments.
Aptitude is different from ability, achievement and interest.
Types of Aptitude tests:
Mechanical aptitude tests
Clerical aptitude test
Musical aptitude
Scholastic aptitude test
Engineering aptitude test
Medical aptitude test
Law aptitude test
Business aptitude tests
Management aptitude tests
Aptitude tests have a wide range of application. They are the backbone of all kinds of guidance services and selection of study programmes because they are helpful to find suitability of individuals for specific jobs and line of work.
Creativity: Concept, Importance of measuring creativity, Types of creativity tests
Development of creativity
Creativity is the characteristic of human mind may be defined as the capacity of an individual to create or produce an entirely new or novel idea or object or by the rearrangement or reshaping of what is already known. Creativity is both innate and acquired process.
Characteristics of Creativity:
• Creativity is universality
• Adventurousness
• Open-mindedness
• Craving for change
• Craving for novelty
• Divergent thinking
Investigation of creativity can be done through outcome (products), through personality characteristics, through verbal creative tests or through non verbal tests.
Tests of Creativity:
The Torrance test of Creative Thinking.
Minnesota test of Creative Thinking
Banquer Mehdi test of Creative Thinking
How to Nurture Creativity:
There is a great need for properly planned, deliberate and conscious efforts on the part of teachers, parents and members of society and Government for appropriate nurturing and stimulation of the creative urge and potential. Therefore the schools, teachers and parents should provide environment and facilities conducive to the nurturing to the creativity. So children should be given the opportunity in craft, arts, constructive and creative activities and they should also be given freedom to express their ideas differently. They should given tasks for independent thinking and decision making.
Friday, February 19, 2010
Group, Individual Difference and Exceptional Children
• Group, concept, types and characteristics of a group, classroom as a group and group dynamics.
• Individual difference meaning nature and factors affecting individual differences and its educational implication, differences in mental abilities (I.Q.), physical looks and socio-cultural background.
• Exceptional children – concept, types and characteristics:
• Physically challenged
• Mentally challenged
• Gifted
• Emotionally disturbed
• Socially maladjustment
• Learning Disabled children
• Types of Learning Disability
o Dyslexia
o Dysgraphia
o Dyscalculia
o Attention deficit disorder (A.D.D.)
o Hyper activity
o Attention deficit with hyper activity disorder (ADHD)
o Autism
Concept of group
Right from the birth we became a member of a group. We cannot think of ourselves as ever lived without a group – M.C.David (1968) defines a group, “a social psychological group is an organized system of two or more individuals who are interrelated so that the system performs some function, has a standard set of role relationship among its members and has a set of norms that regulate the function of the group and each of its members.
Essential characteristics of a Group
In psychological sense a unit of two or more individuals is a group.
The members share set of belief or values.
The members share common goals.
They have a feeling of belongingness among the members.
The members have a set of norms of behavior.
The members are interdependent.
The group has some kind of structure is hierarchical where functions and powers are distributed.
School as a social group
They have common goal
They have common structure
Students and teachers are motivated to achieve common goals
School as a group has a leader
School offers excellent opportunities for group dynamics
Classroom as a group
It is an instructional group which helps the members to satisfy the needs and achieve goals.
It is a group to improve the behavior of the students.
Development of mental process through intellectual activities
Development of feeling of service and belonging
Aims of classroom
Preparation of social life now as an adult
Development of sense of belonging and developing community feeling
Developing leadership quality
Group Dynamics
Group Dynamics is nothing but inter-relation or ‘interaction’ among the members of the group. “Group dynamics implies an interactive psychological relationship in which members of a group develop a common perception based on feeing and emotions.” Dynamics means force. Therefore group dynamics refers to forces operating with the group. It studies these forces, the factors that give them structure and sources that govern the status, positions and role relationships among members.
BUT the behavior of the group members is not static. It changes through interaction. Group dynamics offers the development of three skills.
Skill for democratic living.
Skill for better understanding.
Skill for development of democratic leadership.
The teacher must know how groups work in her classroom. She should ensure that the group are not formed on the basis of caste, creed or religion etc. or based on sympathy, suggestion or imitation.
To bring change in the behavior and more learning in the classroom we must bring about changes in the characteristics of the group. Therefore we need to follow some group techniques in the classroom.
Group Activity in the class and in the School at large
Counseling sessions by the teacher
Buzz sessions
Role playing
Brain storming
Recreational Activities, parties, picnics, dramatics
Sports activities
Project Method in teaching
Co-operative learning
Individual Differences
Individual differences stand for the “Variations or deviations among individuals in regard to single characteristics or a number of characteristics. We distinguish from one individual to another. Therefore we are unique individuals. None of us are same as any other person in the world.
Following are the Individual Differences
Intelligence
Aptitudes
Attitude
Traits of personality
Abilities
Interest
Looks Socio-economical, cultural
Determinants of Individual Differences
Heredity factors
1 Parents genes
2 Mother’s health, age emotional status
3 Father’s age, health, relationship with wife
4 Genetic history of both side of family.
Environment factors
1 Family background
2 Socio-economical condition
3 Parents education
4 Family culture
5 Friends & peers.
Individual Differences are mainly of three broad categories.
o Physical Differences
o Cognitive Difference
o Psycho-social or emotional difference.
We as teachers need to keep these individual differences in mind so that we can teach accordingly – so we can provide learning experiences accordingly. So the psychologists have suggested some educational implications.
Educational Implications of Individual Difference
1. Remember there will be a deviation in each classroom. Along with the average, the presence of v. superior and extremely dull is equally possible in the class.
2. Every teacher should have the knowledge of abilities, interest, capacities, attitudes, aptitudes and other personality traits of his pupils – The teacher, should provide guidance by keeping the above information in mind to develop each children’s potential.
3. One should not expect uniformity in gaining proficiency or success from all the students – They will differ
4. All the students cannot learn by one particular method or instruction and a rigid or uniform curriculum
Provisions for Individual Differences in school
1. Ability grouping
Homogeneous
Heterogeneous
Mixed group
2. Other measures of individualizing instruction
Smaller classes
Individual attention
Specially designed homework
Special coaching and guidance programme for both low achievers and gifted students
3. Adopting the methods for individualizing instruction and special programmes, One to one tutor project method, programme learning, Contract learning, Learning according to one’s own pace. Peer teaching, pair learning.
4. Adjusting the methods of teaching. Teaching style should be based on the learning style of student. Using VAKT (Visual, Auditory, Kinesthetic and tactile learning experiences) Methods
5. Knowledge of individuals potentials i.e. I.q test, personality test, cumulatibve record and apptitude scale, interest invenstions.
6. Adjusting the curriculum, Flexible curriculum, co -curricular experiences, elective courses, Different streams of works/words
Exceptional Children
The term means rare or unusual, a kind of significant deviation from the usual, natural or normal happenings.
They may deviate
Mentally, Physically, Emotionally, Socially, Morally
Telford and Sawrey the term exceptional children refers to those who deviate from the normal in physical, mental, emotional, or social characteristics to such a degree that they require special social and educational services to develop their maximum capacity.
Types of Exceptional Children
1. Gifted and talented children: They are either having very high IQ that is 130 and above or they are talented in music, art, performing art, dance, sports or sculpture. These children can learn very fast and they have higher thinking abilities and they learn very fast. They can learn the concepts of higher classes at very early age.
2. Mentally Challenged Children (Mentally Retarded Children):
They are divided into three categories:
Educable Mental Retardation (EMR)
Trainable Mental retardation (TMR)
Custodial Mental retardation(CMR)
These retarded children need special education under the guidance of special educators, and they have to go to special schools to get their training.
3. Emotionally Handicapped Children: These children are emotionally disturbed and because of that they are maladjusted. They can be Neurotics and Psychotics or socially maladjusted so they need counseling, guidance and special help.
4. Socially Maladjusted or Handicapped Children: They are also known as juvenile delinquents. These children are socially maladjusted because they have emotional problems. Either they come from single parents home or they lack in parenthood, guidance and counseling. Because of that they commit crimes in the society and some times become violent. They need close supervision, love and guidance.
5. Learning Disabled Children: These children have difficulties in learning because of mental dysfunction. There IQ is normal. But they have difficulties in processing information. They can be off different types. Dyslexia (Difficulties in Reading), Dyscalculia (Difficulties in calculation), Dysgraphia (Difficulty in writing), Attention deficit disorder (ADD), Hyper Activity Disorder (HD) and Attention deficit with hyper activity disorder (ADHD) and Autistic children. They have social interaction problem and do not have language ability and they have problems in adjusting and interacting with other individuals.
6. Orthopedically challenged or handicapped children: They can be visually challenged, Deaf, Dumb and crippled children. These children need special methods to teach and also special equipment and computer assistance and teaching and learning. They need to go to special institutions to learn under the guidance of special educators.
• Individual difference meaning nature and factors affecting individual differences and its educational implication, differences in mental abilities (I.Q.), physical looks and socio-cultural background.
• Exceptional children – concept, types and characteristics:
• Physically challenged
• Mentally challenged
• Gifted
• Emotionally disturbed
• Socially maladjustment
• Learning Disabled children
• Types of Learning Disability
o Dyslexia
o Dysgraphia
o Dyscalculia
o Attention deficit disorder (A.D.D.)
o Hyper activity
o Attention deficit with hyper activity disorder (ADHD)
o Autism
Concept of group
Right from the birth we became a member of a group. We cannot think of ourselves as ever lived without a group – M.C.David (1968) defines a group, “a social psychological group is an organized system of two or more individuals who are interrelated so that the system performs some function, has a standard set of role relationship among its members and has a set of norms that regulate the function of the group and each of its members.
Essential characteristics of a Group
In psychological sense a unit of two or more individuals is a group.
The members share set of belief or values.
The members share common goals.
They have a feeling of belongingness among the members.
The members have a set of norms of behavior.
The members are interdependent.
The group has some kind of structure is hierarchical where functions and powers are distributed.
School as a social group
They have common goal
They have common structure
Students and teachers are motivated to achieve common goals
School as a group has a leader
School offers excellent opportunities for group dynamics
Classroom as a group
It is an instructional group which helps the members to satisfy the needs and achieve goals.
It is a group to improve the behavior of the students.
Development of mental process through intellectual activities
Development of feeling of service and belonging
Aims of classroom
Preparation of social life now as an adult
Development of sense of belonging and developing community feeling
Developing leadership quality
Group Dynamics
Group Dynamics is nothing but inter-relation or ‘interaction’ among the members of the group. “Group dynamics implies an interactive psychological relationship in which members of a group develop a common perception based on feeing and emotions.” Dynamics means force. Therefore group dynamics refers to forces operating with the group. It studies these forces, the factors that give them structure and sources that govern the status, positions and role relationships among members.
BUT the behavior of the group members is not static. It changes through interaction. Group dynamics offers the development of three skills.
Skill for democratic living.
Skill for better understanding.
Skill for development of democratic leadership.
The teacher must know how groups work in her classroom. She should ensure that the group are not formed on the basis of caste, creed or religion etc. or based on sympathy, suggestion or imitation.
To bring change in the behavior and more learning in the classroom we must bring about changes in the characteristics of the group. Therefore we need to follow some group techniques in the classroom.
Group Activity in the class and in the School at large
Counseling sessions by the teacher
Buzz sessions
Role playing
Brain storming
Recreational Activities, parties, picnics, dramatics
Sports activities
Project Method in teaching
Co-operative learning
Individual Differences
Individual differences stand for the “Variations or deviations among individuals in regard to single characteristics or a number of characteristics. We distinguish from one individual to another. Therefore we are unique individuals. None of us are same as any other person in the world.
Following are the Individual Differences
Intelligence
Aptitudes
Attitude
Traits of personality
Abilities
Interest
Looks Socio-economical, cultural
Determinants of Individual Differences
Heredity factors
1 Parents genes
2 Mother’s health, age emotional status
3 Father’s age, health, relationship with wife
4 Genetic history of both side of family.
Environment factors
1 Family background
2 Socio-economical condition
3 Parents education
4 Family culture
5 Friends & peers.
Individual Differences are mainly of three broad categories.
o Physical Differences
o Cognitive Difference
o Psycho-social or emotional difference.
We as teachers need to keep these individual differences in mind so that we can teach accordingly – so we can provide learning experiences accordingly. So the psychologists have suggested some educational implications.
Educational Implications of Individual Difference
1. Remember there will be a deviation in each classroom. Along with the average, the presence of v. superior and extremely dull is equally possible in the class.
2. Every teacher should have the knowledge of abilities, interest, capacities, attitudes, aptitudes and other personality traits of his pupils – The teacher, should provide guidance by keeping the above information in mind to develop each children’s potential.
3. One should not expect uniformity in gaining proficiency or success from all the students – They will differ
4. All the students cannot learn by one particular method or instruction and a rigid or uniform curriculum
Provisions for Individual Differences in school
1. Ability grouping
Homogeneous
Heterogeneous
Mixed group
2. Other measures of individualizing instruction
Smaller classes
Individual attention
Specially designed homework
Special coaching and guidance programme for both low achievers and gifted students
3. Adopting the methods for individualizing instruction and special programmes, One to one tutor project method, programme learning, Contract learning, Learning according to one’s own pace. Peer teaching, pair learning.
4. Adjusting the methods of teaching. Teaching style should be based on the learning style of student. Using VAKT (Visual, Auditory, Kinesthetic and tactile learning experiences) Methods
5. Knowledge of individuals potentials i.e. I.q test, personality test, cumulatibve record and apptitude scale, interest invenstions.
6. Adjusting the curriculum, Flexible curriculum, co -curricular experiences, elective courses, Different streams of works/words
Exceptional Children
The term means rare or unusual, a kind of significant deviation from the usual, natural or normal happenings.
They may deviate
Mentally, Physically, Emotionally, Socially, Morally
Telford and Sawrey the term exceptional children refers to those who deviate from the normal in physical, mental, emotional, or social characteristics to such a degree that they require special social and educational services to develop their maximum capacity.
Types of Exceptional Children
1. Gifted and talented children: They are either having very high IQ that is 130 and above or they are talented in music, art, performing art, dance, sports or sculpture. These children can learn very fast and they have higher thinking abilities and they learn very fast. They can learn the concepts of higher classes at very early age.
2. Mentally Challenged Children (Mentally Retarded Children):
They are divided into three categories:
Educable Mental Retardation (EMR)
Trainable Mental retardation (TMR)
Custodial Mental retardation(CMR)
These retarded children need special education under the guidance of special educators, and they have to go to special schools to get their training.
3. Emotionally Handicapped Children: These children are emotionally disturbed and because of that they are maladjusted. They can be Neurotics and Psychotics or socially maladjusted so they need counseling, guidance and special help.
4. Socially Maladjusted or Handicapped Children: They are also known as juvenile delinquents. These children are socially maladjusted because they have emotional problems. Either they come from single parents home or they lack in parenthood, guidance and counseling. Because of that they commit crimes in the society and some times become violent. They need close supervision, love and guidance.
5. Learning Disabled Children: These children have difficulties in learning because of mental dysfunction. There IQ is normal. But they have difficulties in processing information. They can be off different types. Dyslexia (Difficulties in Reading), Dyscalculia (Difficulties in calculation), Dysgraphia (Difficulty in writing), Attention deficit disorder (ADD), Hyper Activity Disorder (HD) and Attention deficit with hyper activity disorder (ADHD) and Autistic children. They have social interaction problem and do not have language ability and they have problems in adjusting and interacting with other individuals.
6. Orthopedically challenged or handicapped children: They can be visually challenged, Deaf, Dumb and crippled children. These children need special methods to teach and also special equipment and computer assistance and teaching and learning. They need to go to special institutions to learn under the guidance of special educators.
Adjustment and Motivation
Adjustment – its meaning, concept and its characteristics.
Factors affecting adjusting adjustment at home, school, society
Causes of maladjustment
o Conflicts
o Frustrations
Methods of adjustment
o Direct method
o Indirect method
What is Adjustment?
Adjustment is a state of mind. It means the modification is compensate for or meet special conditions when one feels that one needs have been or will be gratified.
Adjustment is the process of finding and adopting models of behavior suitable to the environment or making change in the environment.
Adjustment is a two way Process
It involves not only the process of fitting one reference into the circumstances but also to change the process
Adjustment is a process & outcomes both
It is a Continuous process because the person is changing continuously. There cannot be a complete adjustment one’s for all
Adjustment consists of personal and Environmental Components.
Personal Components are Health (Physical development), personal relations, Courtship and marriage, Home and family and Psychological statues
Environmental components are Financial condition, Social relation, moral and religious back ground, living conditions, City/ State you are live in and the level of education as well as exposure received by an individual.
Characteristics of well adjusted person
• Capacity to deal with adverse circumstances
• Realistic perception of the world, balanced philosophy of life
• Absence of critical or facts finding attitude and a feeling of ease with his surroundings
• Awareness of own strength and weaknesses
• Respecting himself and others
• Adequate level of aspiration
• Satisfaction of basic needs
• Flexibility of behavior
Causes of Maladjustment
• Stress, pressures, tension related to money, family, spouse, job, children, looks, achievement etc
• Conflicts in motives
• Anxieties
• Dissatisfaction of various types
• Feeling of insecurity, lack of love & affection, psychological problems
Methods of Adjustment
What is Adjustment?
Adjust means Coping with one’s environment as effectively as possible, to lead a healthy, happy and satisfied life. One has to safeguard himself against turning into a maladjustment and abnormal personality.
These are many methods for keeping and resting harmony between the individual & environment.
DIRECT METHOD OF ADJUSTMENT
These methods are employed by individuals intentionally & consciously.
• Increasing trials & improving efforts.
• Adopting to new ways
• Compromising
• Withdrawals & submission.
• Making proper choices & decision.
As a teacher we need see that our students are adjusting well and they are not having any adjustment problems or developing and psychological problems.
We need to be vigilant and very observant to protect all the children from maladjustment – specially bully children, orphans, poor children, female children. Shy children etc
INDIRECT METHOD OF ADJUSTMENT
Here the person tries to seek temporary adjustment to protect himself for the time being against psychological disorder
• Repression
• Regression
• Compensation
• Rationalization
• Projection
• Identification
• Withdrawal
• Sympathy
Motivation meaning, concept, importance and types of motivation
Maslow’s theory of motivation
Mc. Clelland achievement motivation theory
Role of motivation in learning
Motivation may be regarded as something which prompts, compels and energizes an individual to get or behave in a particular manner at a particular time for attaining some specific goal or purpose.
But what are those activating forces that push and pull an individual to move or act to achieving a specific goal?
Activating forces
Needs
Drives
Motives
Needs: Needs are general wants or drives & every human being has to strive for the satisfaction of his need.
Drives: Drives arise from imbalances in the body’s internal functioning to maintain the homeostasis hunger, thirst, sex & escape from pain.
Primary drive – arouses from biological need
Secondary drive – arises from socio, psychological needs.
Motives: A particular need gives rise to an activating force or a drive that moves an individual to act or behave in a particular fashion. Drives give rise to motives.
TYPES OF MOTIVES
Hunger Motive
Thirst Motive
Sex Motive
Maternal Motive
Aggression Motive
Affiliation Motive
Motivation Theories
Mc Clelland’s Achievement Motivation theory
The basis of achievement motivation is achievement motive i.e. motive to achieve. So this theory highlights the role of the achievement motive as the basis of an individual activity.
Mc Clelland and Atkinson
“ Achievement motivation may be associated with a variety of goals, but in general the behavior adopted will involve activity which is directed towards the attainment of some standards of excellence, completion with others in which they arise.”
Mc. David and Hasari “A system of good direction in human activity that is closely related to competence, aggressiveness and dominance is described by psychologists as achievement motivation.” IN general achievement motivation is expectancy of finding satisfaction in mastery of difficulty and challenging performances where as in the field of education in particular it stands for the pursuit of excellence.
Role of Motivation in learning Role of Motivation in learning
Our Behavior is guided through many different factors. Different schools of psychology have different views and different theories for the motivation of behavior.
According to Pavlov Thorndike Watson & B.F.Skinner It is the reward and reinforcement which motivates learning.
It is the Social rewards and praise that also motivates behavior
B.F.Skinner says in his operant condition theory that an organism behaves in a particular way & his /her behavior shaped through particular reinforcement schedule.
Cognitive Psychologist emphasized the cognitive factors (goals, motives) which produces behavior.
Humanist like Maslow emphasized Hierarchical structure by fulfilling the basic needs first and rising towards the higher level of needs.
Maslow’s theory of Motivation
Maslow’s theory of motivation also known as Abraham Maslow Self Actualization theory:
He proposed that a motivational behavior may satisfy many needs at the same time. Human needs arrange themselves in hierarchies of prepotency. That means the appearance on one need generally depends on the satisfaction of other needs.
Maslow’s Hierarchy of Needs
We think of other needs only when the need for food and the other basic physiological needs have been gratified (some exceptions are seen)
Importance of Motivation
Each motive is important to satisfy either it is biological or psycho-socio need of human being. If these needs are not satisfied they can create mental disorder or abnormal behavior, or stress of dissatisfaction in one’s life.
Factors affecting adjusting adjustment at home, school, society
Causes of maladjustment
o Conflicts
o Frustrations
Methods of adjustment
o Direct method
o Indirect method
What is Adjustment?
Adjustment is a state of mind. It means the modification is compensate for or meet special conditions when one feels that one needs have been or will be gratified.
Adjustment is the process of finding and adopting models of behavior suitable to the environment or making change in the environment.
Adjustment is a two way Process
It involves not only the process of fitting one reference into the circumstances but also to change the process
Adjustment is a process & outcomes both
It is a Continuous process because the person is changing continuously. There cannot be a complete adjustment one’s for all
Adjustment consists of personal and Environmental Components.
Personal Components are Health (Physical development), personal relations, Courtship and marriage, Home and family and Psychological statues
Environmental components are Financial condition, Social relation, moral and religious back ground, living conditions, City/ State you are live in and the level of education as well as exposure received by an individual.
Characteristics of well adjusted person
• Capacity to deal with adverse circumstances
• Realistic perception of the world, balanced philosophy of life
• Absence of critical or facts finding attitude and a feeling of ease with his surroundings
• Awareness of own strength and weaknesses
• Respecting himself and others
• Adequate level of aspiration
• Satisfaction of basic needs
• Flexibility of behavior
Causes of Maladjustment
• Stress, pressures, tension related to money, family, spouse, job, children, looks, achievement etc
• Conflicts in motives
• Anxieties
• Dissatisfaction of various types
• Feeling of insecurity, lack of love & affection, psychological problems
Methods of Adjustment
What is Adjustment?
Adjust means Coping with one’s environment as effectively as possible, to lead a healthy, happy and satisfied life. One has to safeguard himself against turning into a maladjustment and abnormal personality.
These are many methods for keeping and resting harmony between the individual & environment.
DIRECT METHOD OF ADJUSTMENT
These methods are employed by individuals intentionally & consciously.
• Increasing trials & improving efforts.
• Adopting to new ways
• Compromising
• Withdrawals & submission.
• Making proper choices & decision.
As a teacher we need see that our students are adjusting well and they are not having any adjustment problems or developing and psychological problems.
We need to be vigilant and very observant to protect all the children from maladjustment – specially bully children, orphans, poor children, female children. Shy children etc
INDIRECT METHOD OF ADJUSTMENT
Here the person tries to seek temporary adjustment to protect himself for the time being against psychological disorder
• Repression
• Regression
• Compensation
• Rationalization
• Projection
• Identification
• Withdrawal
• Sympathy
Motivation meaning, concept, importance and types of motivation
Maslow’s theory of motivation
Mc. Clelland achievement motivation theory
Role of motivation in learning
Motivation may be regarded as something which prompts, compels and energizes an individual to get or behave in a particular manner at a particular time for attaining some specific goal or purpose.
But what are those activating forces that push and pull an individual to move or act to achieving a specific goal?
Activating forces
Needs
Drives
Motives
Needs: Needs are general wants or drives & every human being has to strive for the satisfaction of his need.
Drives: Drives arise from imbalances in the body’s internal functioning to maintain the homeostasis hunger, thirst, sex & escape from pain.
Primary drive – arouses from biological need
Secondary drive – arises from socio, psychological needs.
Motives: A particular need gives rise to an activating force or a drive that moves an individual to act or behave in a particular fashion. Drives give rise to motives.
TYPES OF MOTIVES
Hunger Motive
Thirst Motive
Sex Motive
Maternal Motive
Aggression Motive
Affiliation Motive
Motivation Theories
Mc Clelland’s Achievement Motivation theory
The basis of achievement motivation is achievement motive i.e. motive to achieve. So this theory highlights the role of the achievement motive as the basis of an individual activity.
Mc Clelland and Atkinson
“ Achievement motivation may be associated with a variety of goals, but in general the behavior adopted will involve activity which is directed towards the attainment of some standards of excellence, completion with others in which they arise.”
Mc. David and Hasari “A system of good direction in human activity that is closely related to competence, aggressiveness and dominance is described by psychologists as achievement motivation.” IN general achievement motivation is expectancy of finding satisfaction in mastery of difficulty and challenging performances where as in the field of education in particular it stands for the pursuit of excellence.
Role of Motivation in learning Role of Motivation in learning
Our Behavior is guided through many different factors. Different schools of psychology have different views and different theories for the motivation of behavior.
According to Pavlov Thorndike Watson & B.F.Skinner It is the reward and reinforcement which motivates learning.
It is the Social rewards and praise that also motivates behavior
B.F.Skinner says in his operant condition theory that an organism behaves in a particular way & his /her behavior shaped through particular reinforcement schedule.
Cognitive Psychologist emphasized the cognitive factors (goals, motives) which produces behavior.
Humanist like Maslow emphasized Hierarchical structure by fulfilling the basic needs first and rising towards the higher level of needs.
Maslow’s theory of Motivation
Maslow’s theory of motivation also known as Abraham Maslow Self Actualization theory:
He proposed that a motivational behavior may satisfy many needs at the same time. Human needs arrange themselves in hierarchies of prepotency. That means the appearance on one need generally depends on the satisfaction of other needs.
Maslow’s Hierarchy of Needs
We think of other needs only when the need for food and the other basic physiological needs have been gratified (some exceptions are seen)
Importance of Motivation
Each motive is important to satisfy either it is biological or psycho-socio need of human being. If these needs are not satisfied they can create mental disorder or abnormal behavior, or stress of dissatisfaction in one’s life.
Friday, January 29, 2010
EDUCATIONAL PSYCHOLOGY AND NATURE OF LEARNER
What is psychology?
Psychology is a systematic study of behavior and mental processes including thoughts and emotions and factors that influence them. Study of psychology includes the study of behaviour, human as well as of animals. (This is the definition of General Psychology)
What is behavior?
Behavior includes many psychological things like; the way we behave plus the way we walk, talk, deal with people, our dressing, our sleeping habits etc.
We develop ideas, we learn, we remember, we forget. We feel hungry, thirsty, we get angry, we feel sad, we feel happy. We worry about problems; we seek ways to cope with them. So psychology includes the observable behaviour that we exhibit as well as the hidden processes which goes on in our mind, they are thoughts, emotions and motives. There are many factors that influence our thoughts and emotions, which influence our behaviour.
What are mental processes and thoughts and emotions?
Mental processes Thoughts & emotions
The way we develop ideas feelings, hunger, thirst
the way we remember, forget anger, worry etc
What are the factors that influence our behavior and mental processes?
There are many factors that influence our behaviour but the main factors are brain, body, heredity, environment and actions of other people.
Branches of Psychology
BASIC PSYCHOLOGY APPLIED PSYCHOLOGY
Search of fundamental knowledge Using knowledge to help society to carry
knowledge for knowledge on its everyday tasks, tackle their problems
& improve the quality of life.
Basic or pure psychology Branches of applied psychology
• General psychology • Clinical psychology
• Developmental psychology • Educational psychology
• Abnormal psychology • Industrial psychology
• Social psychology • Political psychology
• Experimental psychology etc… • Military psychology etc…
• So psychology is relatively a new science, it is gaining an important position in the modern society today. (professional psychological organization was formed in 1892)
• So the science psychology is 118 years old, thus the Pure Science provides the framework, theories and main ideas about the subject. It formulates principles, techniques, methods, etc.
• Applied Psychology provides us information and gives guidelines to improve people’s life, peoples’ behavior, students learning, etc.
What is educational psychology?
• Educational psychology is a science of education. It aims at improving processes and products of education. It supplies the means and ways as well as the science and technology for helping the teachers, the teacher trainers, the educational planners. The administrators and counseling personnel’s in their respective areas of activity so that will be able to help the going generation in their pursuit of education.
• Educational psychology mainly deals with the problems, processes and products of education. It studies human behavior, particularly the behavior of the learner in relation to his educational environment. So educational psychology studies the behavior of the learner in relation to his educational needs and his environment.
• To understand educational psychology few important definitions will be discussed…
• Skinner (1958): educational psychology is that branch of psychology which deals with teaching and learning. That means for improving the methods and products of the teaching learning process. It is centered on the processes of teaching and learning. So if the processes are improved the learners may learn better.
• Crow & crow (1973): educational psychology describes and explains the learning experiences of an individual from birth through old age. (Discussion)…
• Peele (1956): educational psychology is the science of education. Followed by discussion… this is a discipline which can be used to improve the process and products of education in scientific way.
Is educational Psychology a science of education?
Education psychology is a science because it uses scientific methods of study, it is a systematic study and it arrives at generalizations after testing and research.
What are the aims of education?
Education aims at shaping the behavior of the students in a desirable way It also provides guidance to bring about all-round development of their personality.
Educational psychology helps in planning the processes of teaching and learning.
It helps the teacher to improve their teaching, it gives ideas to improve the classroom behaviour of the students, it also helps the teacher to divide the students into appropriate groups, it also helps the teacher to understand their students’ abilities and difficulties. All these knowledge and guidance helps the school authorities to improve their teaching and provide individual guidance to the students and the parents.
Nature of Educational Psychology
Nature of educational psychology is scientific.
1. Educational psychology possesses a well organized, systematic and universally accepted body of facts supported by the relevant psychological laws and principles.
2. It is constantly in search of truth. E.g. learner in relation to his educational environment.
3. It employs scientific methods and adopts a scientific approach for studying the learner’s behavior.
4. The processes and products of these studies are, sufficiently scientific. So that comes out research in the field of educational psychology.
5. Educational psychology does not take anything for granted. There are definite cause linked with a behavior and cause and behavior are related.
6. Educational psychology is mostly concerned with the ‘what’ and ‘why’ of happenings in the present instead of caring for past.
7. It is a positive science rather than normative science. It provides the key to the ‘how’, ‘when’ and ‘where’ of education.
8. Educational psychology findings are reliable.
Scope of Educational Psychology
• Educational psychology is the science of education which mainly deals with the problems of teaching and learning and helps the teacher in his task of modifying the learner’s behavior and bringing about an all-round development of his personality.
• So the subject matter of educational psychology should be centered on the process of learning for effective teaching and effective learning.
• For improving the processes and the products of the system related to teaching and learning. So to improve the above things we need to address the basic questions.
Who is being educated?
Who is the learner, what is the age of the learner, how is the growth and development of the learner. What are the individual differences among the learners, their IQ level, their aptitudes, attitudes etc?
By whom is the learner to be taught?
Competency, experience, personality, other characteristics of teachers their sense of responsibility and accountability their anxiety and motivation level all influence the learner.
What is to be taught?
What is to be taught in relation to the developmental stage of the children? Types of experiences needed for the children. Curricular and co curricular activities to be planned based on the age group and the skills to be taught to meet the needs of their age group.
How are the learning experiences to be provided?
Appropriate methods, techniques, sequences, communication between the trainer & taught, laws of learning, memory, transfer of learning, perspective, and concept.
When and where are the learning experiences to be provided?
Psychology is a systematic study of behavior and mental processes including thoughts and emotions and factors that influence them. Study of psychology includes the study of behaviour, human as well as of animals. (This is the definition of General Psychology)
What is behavior?
Behavior includes many psychological things like; the way we behave plus the way we walk, talk, deal with people, our dressing, our sleeping habits etc.
We develop ideas, we learn, we remember, we forget. We feel hungry, thirsty, we get angry, we feel sad, we feel happy. We worry about problems; we seek ways to cope with them. So psychology includes the observable behaviour that we exhibit as well as the hidden processes which goes on in our mind, they are thoughts, emotions and motives. There are many factors that influence our thoughts and emotions, which influence our behaviour.
What are mental processes and thoughts and emotions?
Mental processes Thoughts & emotions
The way we develop ideas feelings, hunger, thirst
the way we remember, forget anger, worry etc
What are the factors that influence our behavior and mental processes?
There are many factors that influence our behaviour but the main factors are brain, body, heredity, environment and actions of other people.
Branches of Psychology
BASIC PSYCHOLOGY APPLIED PSYCHOLOGY
Search of fundamental knowledge Using knowledge to help society to carry
knowledge for knowledge on its everyday tasks, tackle their problems
& improve the quality of life.
Basic or pure psychology Branches of applied psychology
• General psychology • Clinical psychology
• Developmental psychology • Educational psychology
• Abnormal psychology • Industrial psychology
• Social psychology • Political psychology
• Experimental psychology etc… • Military psychology etc…
• So psychology is relatively a new science, it is gaining an important position in the modern society today. (professional psychological organization was formed in 1892)
• So the science psychology is 118 years old, thus the Pure Science provides the framework, theories and main ideas about the subject. It formulates principles, techniques, methods, etc.
• Applied Psychology provides us information and gives guidelines to improve people’s life, peoples’ behavior, students learning, etc.
What is educational psychology?
• Educational psychology is a science of education. It aims at improving processes and products of education. It supplies the means and ways as well as the science and technology for helping the teachers, the teacher trainers, the educational planners. The administrators and counseling personnel’s in their respective areas of activity so that will be able to help the going generation in their pursuit of education.
• Educational psychology mainly deals with the problems, processes and products of education. It studies human behavior, particularly the behavior of the learner in relation to his educational environment. So educational psychology studies the behavior of the learner in relation to his educational needs and his environment.
• To understand educational psychology few important definitions will be discussed…
• Skinner (1958): educational psychology is that branch of psychology which deals with teaching and learning. That means for improving the methods and products of the teaching learning process. It is centered on the processes of teaching and learning. So if the processes are improved the learners may learn better.
• Crow & crow (1973): educational psychology describes and explains the learning experiences of an individual from birth through old age. (Discussion)…
• Peele (1956): educational psychology is the science of education. Followed by discussion… this is a discipline which can be used to improve the process and products of education in scientific way.
Is educational Psychology a science of education?
Education psychology is a science because it uses scientific methods of study, it is a systematic study and it arrives at generalizations after testing and research.
What are the aims of education?
Education aims at shaping the behavior of the students in a desirable way It also provides guidance to bring about all-round development of their personality.
Educational psychology helps in planning the processes of teaching and learning.
It helps the teacher to improve their teaching, it gives ideas to improve the classroom behaviour of the students, it also helps the teacher to divide the students into appropriate groups, it also helps the teacher to understand their students’ abilities and difficulties. All these knowledge and guidance helps the school authorities to improve their teaching and provide individual guidance to the students and the parents.
Nature of Educational Psychology
Nature of educational psychology is scientific.
1. Educational psychology possesses a well organized, systematic and universally accepted body of facts supported by the relevant psychological laws and principles.
2. It is constantly in search of truth. E.g. learner in relation to his educational environment.
3. It employs scientific methods and adopts a scientific approach for studying the learner’s behavior.
4. The processes and products of these studies are, sufficiently scientific. So that comes out research in the field of educational psychology.
5. Educational psychology does not take anything for granted. There are definite cause linked with a behavior and cause and behavior are related.
6. Educational psychology is mostly concerned with the ‘what’ and ‘why’ of happenings in the present instead of caring for past.
7. It is a positive science rather than normative science. It provides the key to the ‘how’, ‘when’ and ‘where’ of education.
8. Educational psychology findings are reliable.
Scope of Educational Psychology
• Educational psychology is the science of education which mainly deals with the problems of teaching and learning and helps the teacher in his task of modifying the learner’s behavior and bringing about an all-round development of his personality.
• So the subject matter of educational psychology should be centered on the process of learning for effective teaching and effective learning.
• For improving the processes and the products of the system related to teaching and learning. So to improve the above things we need to address the basic questions.
Who is being educated?
Who is the learner, what is the age of the learner, how is the growth and development of the learner. What are the individual differences among the learners, their IQ level, their aptitudes, attitudes etc?
By whom is the learner to be taught?
Competency, experience, personality, other characteristics of teachers their sense of responsibility and accountability their anxiety and motivation level all influence the learner.
What is to be taught?
What is to be taught in relation to the developmental stage of the children? Types of experiences needed for the children. Curricular and co curricular activities to be planned based on the age group and the skills to be taught to meet the needs of their age group.
How are the learning experiences to be provided?
Appropriate methods, techniques, sequences, communication between the trainer & taught, laws of learning, memory, transfer of learning, perspective, and concept.
When and where are the learning experiences to be provided?
- Classroom climate
- Institution & organizational climate
- Individual, self & group study
- Factors which affect attention
- Role of rewards & punishment
- Group & group dynamics
- Guidance and counseling.
Conclusion:
Changing society – changing needs – emerging problems
Our society is rapidly changing and the life has become more and more complicated. The teachers’ role has also changed tremendously and the parents are loading more and more responsibilities on the teachers. So the teachers need to take help from the educational psychologist and other specialists in the field. The parents are not able to fulfill their responsibilities because either they are very busy or at times they do not know how to help their children.
Methods of Educational Psychology
Educational psychology is the scientific study of the behavior of the learner in relation to his educational environment. Behavior can be studied scientifically through a single technique or approach known as “observation” single technique gives rise to several methods or approaches depend upon the condition in which observation have to be recorded, the procedure adopted and tools used are as follows.
- Introspection: introspection observation of one’s own behavior by looking inward.
- Naturalistic observation: Here the behavioral events are observed and recorded under natural condition by the researcher.
- Experimentation: experiments are under taken under controlled condition and observations are recorded.
- Normative survey or field survey method: these are conducted outside the laboratories in real life setting by adopting survey techniques.
- Case study method: case study is done through observation and recording the case history. Case studies also use interview and questionnaires to collect the data. They use psychoanalysis for interpreting the behavior of a person.
- Clinical method: if a case history material & process of psychoanalysis is used for the diagnosis the treatment of the behavioral problems it is called clinical method.
- Psychophysical method: whenever some physical devices are used to observe and measure psychological problems it is called psychophysical method.
Growth and development of learner
As far as the human being is concerned, life starts with the conception in the mothers’ womb as a result of the process of fertilization of the ovum. Then the fetus grows and develops into a full fledged baby. The processes of growth and development are thus the medium and mean of bringing about changes in the organisms.
The term growth and development are often used interchangeably and regarded as synonymous terms – changes produced by the genetic & environmental factors as well as changes in physical, mental, social and emotional, including individuality.
Growth may be limited to the changes in the quantitative aspect – In size, length, height, and weight and expansion of vocabulary.
Development implies the overall change which occurs in both the quantitative as well as qualitative aspect that is development comes a wider and more comprehensive meaning than growth development is a complex process.
Thus both growth & development imply changes in one’s behavior and personality make-up.
Human developmental stages
1 Infancy Birth to 2 yrs.
2 Childhood 3rd yrs. to 6yrs. 7th yrs. to 12 yrs.
3 Adolescence 13th yrs. To 19 yrs.
4 Adulthood 20th yrs. to 60 yrs.
5 Old hood 61th yrs. Till death
Principles of development
Development though is individual phenomenon, has became found to follow a logical and sequential pattern from conception onward. It is operated by general rules or principles.
- Principle of continuity.
- Principle of lack of uniformity in the developmental rate.
- Principle of individual difference
- Principle of uniformity of pattern
- Principle of proceeding from general to specific responses.
- Principle of integration
- Principle of cephalocudal and proximodistal growth.
- Principle of predictability
- Principle of spiral versus linear advancement.
Factors influencing Growth & Development
Growth and development are influenced by variety of factors. Factors are divided into two parts: Internal factors, External factors
Internal Factors
- Heredity factors
- Biological & constitutional factors
- Emotional factors
- Social factors
External Factors
- Environment in mother’s womb
- Environment after birth
- Accidents and incidence in life
Theories of development
Theories of development are given by many different psychologists. They are as follows:
- Theory of psycho-sexual development by Freud.
- Psycho-social theory of development by Eric Erikson
- Theory of cognitive development by Jean Piaget
- Theory of moral development by Kohlberg
The course of one’s life is divided into certain specific stages. Each of these stages chronologically extended over a definite period in years & is characterized by typical norms of behavioral characteristics which are specific to the particular stage in all the different dimension of the makeup of one’s personality.
To understand each student’s behavior we need to keep in mind the Principle of individual differences and plan our lessons based on the individual’s needs. As teachers we need to arrange suitable learning experiences according to their needs, age, differences, and aptitudes.
Chief characteristics of Infancy
Self love, instinctive behavior, emotions begin to organize, observation, imitation, emotions begin to organize foot physical development, cognitive development,. The child is attached to parents and dependent.
Chief characteristics of Early Childhood (0 to 2 years)
Early childhood starts from 0 to 2 years. This is the age of lots of curiosity, fast physical development, all kinds of psychomotor development, intellectual development, walking, moving, talking, concept forming and cognitive development starts, they become mobile they like to do outdoor activities and playing different games where motor activities are involved.
Chief characteristics of Adolescent Age
Teen age is a period of fast physical changes. It is a period of stress & strains. Various developments take place during this period. They develop in all the aspects like physical, social, emotional, intellectual and moral development.
Physical onset of adolescence
- Development of reproductive organs & secondary sex characteristics. They enter into puberty.
- At that time self images is very much dependent on their body image they became aware about their looks, and they are very conscious about their looks.
- Adolescence develops sets of morals and learns about what is right and what is wrong. They start forming values and learn to make decisions.
Problems of adolescence
- Conflicts within the family. They sometimes get into arguments with parents, teacher.
- Fiction with parents – depends on parenting style.
- Teenage pregnancy (some teenagers become sexually cutie)
- Suicide – a growing tendency
- Change in social behaviors
- Peer pressure – friends become more important
- They get attracted to opposite sex friends.
What can you do as a teacher of adolescence?
- Talking to the adolescence more often
- Giving guidance to the adolescence
- Hardly open discussion with students
- (Developing) positive outlook to things they are involved.
- Mostly they need guidance about their bodily changes, emotions, sexual urge and sex education etc.
- They also need guidance on studies, careers their relationship with friends, parents etc.
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