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INSTR PSY
Intro
1.
All successful instr depends upon the right human app by the instr. The students
have their instincts and emotions, which come into play during the course of instr. A wk
knowledge of applied psy and an insight into the behaviour of human mind is therefore, a
great asset that can be possessed by an instr. He will find students with different backgrd
and experience and he must know the ways and means to handle them. He must be able
to maint excellent student-instr relationship. All this he can do if he recog the value of instr
psy and knows how to use it.
2.
The acquisition of knowledge and skills is one of the fundamental challenges facing
all of us in life, and providing the necessary sp for these learning processes is a maj
challenge for society as a whole. Instr psy describes and explains learning processes at the
indl level, thus ident potential means of enhancing both self-regulated learning and more
inst learning in schools, initial and cont vocational and professional trg, and other kinds of
trg prog.
Aim
3.

The aim of this presentation is to discuss Instr Psy in details.

Scope
4.

The presentation will be unfolded in the fol heads:

a.
b.
c.
d.

Psy factors (Learner characteristics).

Gen factors for instr.
Psy app by instr.
The value of motives and incentives of instr.

Psy Factors (Learner Characteristics)

3. In order to have a deeper knowledge of students behaviour some psy factors must be
understood and fol. They are the foundation stone upon which human understanding and
productivity are built:
a.

All students are different. They differ in mental and phy cap.

b.
Human differences effect human output. Their behaviour and attitude is
determined by many complex factors ie, their backgrd, present environments etc.
c.
Students tend to do their best work in asg that permit them to use their
abilities.
d.

There are common likenesses amongst students.

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e.

Students act in what they consider to be their own best interests.

f.

Students can changes.

Gen Factors for Instr

4.
Understanding of Student Characteristics help the Instr.
Understanding
brings tolerance and insight. This is the best poss basis for instr ldrship. We are not likely
to discredit or under est the students if we understand their strong pts. We can make more
int decisions if they are based on sound obsn of human behaviour rather than on proverbs,
rules of thumb, or gen. Remember as human beings we tend to spot a few bad pts of an
indl and condemn him despite the fact that he has far too many good pts which we often
take for granted and overlook.
5.
Significance of Discip in Instr. There must be strict discip in the army and there
are so many things about which rt discip must be enforced, but there is no need for unnec
discip. It is mistake to assume that the rptd performance of some boring or unpleasant
thing in response to orders (or as a punishment) will make a man more submissive to other
orders, or that it will help to set up a gen habit of obedience. It may actually have an
opposite eff; it may make him less obedient. If a man is compelled to do thinks which he
can see (as he thinks) are futile, he may begin to suspect that some other things for which
he cant see the reasons are equally unnec and when not under supervision he may neglect
them.
6.
The Gen Atmosphere of Instr Should Not be That of the Rigid Discip of the
Parade Grd. For the instr, to rely in teaching merely on his auth, shows a wrong attitude.
Unnec discip and corrections made for the same of emphasizing auth will hinder progress
and kill the desire to learn. The unnec parading insp, rigidity in asking students to sit to
attn, falling in for everything and such other so-called discip methods will neither produce
any int mat nor really make them a discip lot.
7.
Slackness Must not be Allowed to Pass Unchecked .
The instr should take
corrective act imm. Remember, too little discip will produce individualists instead of a
corporate body of sldrs; too much regt will produce dull indils incap of thinking for
themselves.

Psy App
8.
Show Understanding and Warmth. Some instrs through sheer complex take the
attitude of a tyrant and they derive pleasure in ticking of students unnec in public. The instr
should of course be firm but showing warmth and understanding, he can still have respect
and friendly atmosphere in the class.
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9.
Give Pers Attn. A man always feels happy by any pers attn to himself. If you can
find out which members of your class are good at various subj and show that you know it,
you will win those men outright. But do not forget the rear rank sldr. Do make the relatively
weaker students also share your attn.
10.
Avoid Censorship Attitude. Except for slackness or breaches of discip, a
censorship attitude will open a breach in the instr and the class. Avoid the fol types of
threats:
--------the next man I catch failing to pay attn will be put on a charge-----
---- Your will never understand this mech will you try, and you are not going to leave this
room until you understand it-------.
The instrs should know that the students in such circumstances will neither try nor learn
much. The atmosphere must be made as conducive to learning as possible.
11.

Know Your Students and Dev Class Sense.

(1)
It is imp to learn the names of your class at once always to adds a man by
name. There is all difference between be in called No 3 of the rear rank and
MALEK.
(2)
The secret of success is for you to put yourself in the students shoes and to
see and feel through their senses. If you have a good knowledge of human nature
and if you have learnt this trick of seeing through the eyes of the class, your problem
is almost solved.

12.
Treat Students on Merit. It is a mistake to treat a class rects and offrs alike when
one is learning drill and the other a lesson in MR or tac. The type of class and the subj
matter will dictate your methods of dealing with the students. In a class, int student may be
clumsy and slow in handling mech equt but he may top the list in an exam. Another student
who appears unresponsive may only be shy. The instr should therefore, give an allce for
such variations in abilities and temperament. Never run to hasty concl and judgments.
13.
Dev Correct App .
If the instr appeals to gp motives and dev teamwk in the
students, he will create a healthy atmosphere. This creates a desire in the students to learn
more at the hands of such an instr. This will also develop initiative, self reliance and
confidence in the students. Things such as let us see which of the det takes the least time
in assy and firing the MG will help to create interest as will as gain students confidence.
14.
Guide the Students. Emotional upsets and worries can keep a man from dev
interest in learning. In such cases an instr should act as an adviser. It is imp for the instr to
know what guidance is, why students need guidance, the sources of determining the need
for guidance and the steps he could take to guide them.

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Guidance
15.
Guidance is the process of asst or helping an indl or indls to adjust to their
environment and make full use of their cap.
16.

Why Students Need Guidance.

(1)
Mental. Adolescents may not have reached mental maturity. Older students
normally reqr more to learn. Lack of formal edn and experience including poor instr
and indl differences affects the mental abilities of students.
(2)
Emotional. Resentment, fear, anger worry etc, caused by antagonism, pers
prob, insecurity, and loneliness adversely affects the students emotional state.
(3)
Physical. Defective hearing, poor eye-sight, stamina and bad health affect
the performance of students.

17.

Sources for Determining Guidance Need.

(1)

Obsn made by the instr.

(2)

Obsn of class room activities.

(3)

Pers particulars.

(4)

Gp Disc.

(5)

Exam results.

(6)

Students who seek help.

18.
The instr must make every effort to guide students and help them overcome as many
of the above mental, physical and emotional probs. Apart from it he must use some of the
motives and incentives to make his instr more eff.

Value of Motives and Incentives of instr

19.
Value of Satisfactions. Most of us feel some pers pride in doing a job well and this
feeling stimulates the desire for further achievements. In instrs can use this natural desire
in students to great advtg.
20.
Initiative and Self Reliance. This must always be encouraged. The sldr who has
learnt to do and think for himself will be able to handle prob without supervision. The instr
should welcome the asst of students having exceptional backgrd and use their knowledge
in teaching others.
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21.
Value of Ideals. There are many ideals and beliefs which force us to go through
great orders. Whose ideals are pers pride, traditions, reputation and above all the duty to
ones religion and country. An instr can do much to foster these feelings, which str the
desire to learn and produce willing and dedicated indls.
22.
Pers Gain.
To str ones natural desire to make best use of trg, the instr should pt
out the poss of adv promotion and increased pay and allce for those who deserve them.
This should, however be done tact.
23.
Praise and Criticise.
Everybody wants the approval and praise of his superior
and friends. The instr can build upon this natural desire by giving praise where it is due. If
we are quick to criticise, we must be quick to give genuine praise. However, it must be
carefully applied otherwise it will lose its eff.
24.
Pers Sy. Self presentation is normal impulse. If the various aspects of instr are
made clear to the men in this lt, they will see the reason for the knowledge and skills they
are expected to acquire.
25.
Competitive Spirit.
This is a great motivating force for which there is almost no
limit to the scope of exploiting during trg. It is a human weakness which results in str.
26.
Rewards and Punishment.
Perhaps rewards and punishment are amongst the
oldest in the world of inducing a man to do what he does not want to do. Gen reward is
more eff than punishment. However, it must be remembered that each man reqr indl
treatment.

Concl
28.
The lack of class coop is gen the instrs fault. He should examine himself and his
teaching method before blaming the class. Threats and punishment may work for a short pd
but learning must be the result of a willing attitude on the part of the students. To achieve
this, the instr must dev an insight into the behaviour of human mind and make eff use of it.
This will help the instr in succeeding in his job, at the same time produce a correct
atmosphere. This will also help to dev correct mental attitude in the students.

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