Week1Discussion_post7_PSYC775__2023-24

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

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

after high school”. I felt uneasy for the reaction the students received that mentioned they

did not “work fast food”. f 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

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/