Psychology of Teaching & Learning

The psychology of teaching and learning model of education focuses on multiple considerations of the various characteristics of instruction. Teachers wanting students to learn seek to understand the psychology of proper instruction, and common researched models include a process that considers many factors. Key concepts include the context of the material as well as the behaviors and participation of both the teacher and students.

Context

• The school rules and environment contributes to the psychology of teaching and learning,

  The distinct atmosphere created by each new set of students, the school environment and the teacher contribute to the situational component of the psychology of teaching and learning. Each student possesses an individual set of characteristics that affect the ability to take in and process information. Similarly, the school's overall attitude and rules regarding tests and other types of assessments affect the method of teaching as well as learning. The teacher's background and experience influences the style and method of delivery of the information, which in turn affects the students.

Input

• Psychology teaching and learning methods are influenced by student and teacher characteristics.

  Expanding on the context of the classroom environment, the student and teacher input also affects the psychology of teaching and learning. While context includes all of the external factors that contribute to the psychology of teaching and learning, input focuses directly on the personalities of the teacher and students. Teachers pass along values and viewpoints as fact, and students formulate opinions on what to learn based on previous life experiences. Students who emerged from diverse families each have different points of view and beliefs, which factors into the psychology of teaching and learning.

Classroom Processes

• The classroom style including teacher techniques comprise a large portion of the psychology of teaching and learning.

  The actual procedures and occurrences of the instruction and tasks that go on in the classroom have an impact on the psychology of teaching and learning. How long the class is plays a role, as does how the time is spent. A teacher that lectures for the majority or all of the classroom time influences learning a different way than a teacher that forms groups and encourages student participation. The style of the exams and methods of testing student aptitude in the subject matter has an effect on learning, as well.

Output

• The results of the classroom experience, measured by tests and other measures, impacts understanding the psychology of teaching and learning.

  To understand the psychology of teaching and learning examine the output, or result of the experience. Different variants contribute to the overall outcome including test scores, student feedback and retention of knowledge. The psychology of teaching and learning also considers inconsistencies and errors during the instruction process when examining output. For example, if the reactions of the students altered the previously proven methods of the teacher's instruction, learning changes.

Considerations

• The psychology of teaching and learning takes flexibility of the teacher and student ability into consideration.

  Other things to take into consideration with the psychology of teaching and learning include flexibility and ability. A teacher that is flexible and responds to the diverse student population has different results than a teacher that sticks to a rigid instruction method. The ability of the students matters, as well. If the teacher uses methods above the students' capabilities, a significantly poorer level of learning occurs.