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”. 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. d 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
of Psychology. 51(S1).doi. https://doi-org.ezproxy.liberty.edu/10.1002/ijop.12354
