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 one’s own perspective is aligned with the old
saying, two heads are better than one.
However, I agree with Bernstein et al., (2020) that it is mandatory that the
communications between the entities are motivation builders and not hinderances. I have
had great instructors that have a great intellectual gift, but they did not create an
atmosphere in which students could feel empowered for encountering instances such as
domineering assignments. These instructors might use different terminology so the
student might look 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).
I have found that from the few bad instructors I experienced, there seemed to be
an atmosphere of classroom antagonism created. The one instructor walked in and the
classroom and the students were introduced with the understanding that it would be the
most difficult class we experienced, because it was the instructor’s job to ensure the
students learned the material correctly. Another instructor seemed to get out of
“instructor mode” after introducing a topic of trivia, “working fast food or not working
fast food after high school”. I felt uneasy for the reaction the students received that
mentioned they did not “work fast food”. e 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. e
Waitoki, Nikora, & Awatere-Masters (2016) mandate that knowledge is related to
wholeness (spiritually, socially and ecologically). This should be the goal for instructors
and students alike in the educational system. Have you any of your experiences in the
classroom ever seem to have been hindered by lack of connection with the instructor?
References
Bernstein, D. A., Frantz, S., & Chew S. (2020). Teaching Psychology: A step – by –
step guide.
(3rd ed). Taylor & Francis, Routledge, NY. doi. htpps://doi-
org.ez.proxy.liberty.edu/
10.4324/9780429031823. ISBN 13 978-0-367-14394-7.
Modern Evangelist Version (2014). Breakthrough Jubilee Bible, Military Bible.
Waitoki,W. Nikora, L. Awatere-Masters, B. (2016). Teaching Psychology. International
Journal
Ov
of Psychology. 51(S1).doi. https://doi-org.ezproxy.liberty.edu/10.1002/ijop.12354
