PSYC775_Week1Discussion_post7_2022_Liberty

I was unaware that Psychology faculty members often don’t feel prepared for

educating students. According to Bernstein, Franz & Chew (2020), academia is somewhat

like the survival of the fittest. I agree with the seven principles that were addressed by

Bernstein, et al., (2020). There must be a positive and active interaction to maintain a good

rapport within the relationships of students with faculty as well as within students with

other students. The continual communication and participation between and within these

groups creates a “team effort” mindset. Often when a team is created, there is a greater

chance to provide assistance and not allow a single “student soldier” to fail the life mission.

The ability of all to gain additional knowledge or view a different perspective in addition to

deeper in the question that was asked. Or the instructor might ask another student to “piggy

back” on what the other student addressed and expound the sane point from a different

angle. The great instructor does not put undue pressure or address the student in a

condescending manner. However, the instructor promptly responds according to the manner

the scripture mentions “speak the truth in love” (MEV, Eph. 4: 15). The instructor as well

as the students receive better results when they “edify” (MEV, 1 Thes. 5:11) each other.

I also liked the fact that the authors acknowledged active learning. This type

instructor realizes that even though active learning may work great in some settings, all

settings may not produce the same results for each individual. It is important to be aware

that different students within the same cohorts have different cognitive processes related to

learning as well as different circumstances outside of the classroom. The students may

undergraduate or graduate students with different levels of maturity. The students may have

different learning styles (hands on, visual, or listening) or learning speeds (faster, slower).

The students may have to take evening face to face classes or online classes related to other

commitments. A great instructor combines these modalities and creates attainable goals that

everyone can strive for. They ensure that the syllabus and the projects are in appropriate

sizes for those students that work faster as well as those that work slower. Research has

analyzed and found results that effective teachers exhibit behaviors that positively correlate

with student learning (Bernstein, et al., 2020).

“work fast food”. a The instructor seemed to turn the topic into a “them” versus “us”

discussion. The verdict from the professor was that “you are not better than me because you

did not work fast food”. Another instructor that I encountered did not speak with clarity. He

was highly intellectual. Unfortunately, that was where he remained, seemingly aloof and

unreachable to the students. Many of the students complained that this was a horrible

instructor. The content that was delivered may have been graded as an A+. But, the

characteristics of teaching behavior would have received an F+ due to the fast pace and

inactive learning style within the learning environment.

I do believe that the Teacher’s Behavior Checklist (TBC; Bernstein et al., 2020;

Buskit et al., 2002; Keely et al., 2006) and items such as instructors: being themselves ,

competent and caring in addition to personable, flexible, and encouraging would have

provided greater insight for the instructor to be better informed with ideas of how to relate

to the students and how to have greater academic success for that class of instruction. It

stands to reason that when the instructor is presenting the best they can offer they will seek

the tools to reach the students. It also would seem that whatever audience the instructor

addresses (older or younger, online or face to face, single parents or married with families)

the goal would be for the same benefit of student success. a Waitoki, Nikora, & Awatere-

Bernstein, D. A., Frantz, S., & Chew S. (2020). Teaching Psychology: A step – by – step

guide.