Reading Response #1

R1

Question: Is knowledge and awareness of psychological constructs and theories of learning enough to be an effective instructor?

Quotation: “Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality” (James, 1899, p. 3). 

Connection: The assigned readings for this week introduced me to the works of William James and provided me with multiple insights into learning and the application of psychology to the field of teaching.  There were multiple components of his writing that I found myself agreeing with.  Specifically, James’s reflections on the difference between the science of psychology and the art of teaching provoked increasing thought surrounding my prior understanding of applying psychology to the practice of teaching.  Encompassed in the statement provided above is the importance of understanding that while psychology can provide us with certain techniques or approaches that may be beneficial in the classroom, it is the skill and creativity of the instructor that dictates the success of the student.  This point is related to my own instruction and experiences in interacting successfully with teachers as a school psychology student.  For example, in consultative interactions with teachers in the school system, school psychologists are encouraged to value teachers’ viewpoints and experiences when providing them with relevant services and advice.  It was also important to take time to allow teachers to explore their own resources and knowledge base (Kampwirth, 2006).  When working with teachers, I believe James would suggest that a psychologist with a valuable knowledge base concerning techniques and approaches to learning should disseminate this information to teachers in a manner that recognizes the importance of the teacher’s experience and ability to creatively engage students.  Personal experience in this area has demonstrated that teachers are receptive and appreciative when the value of their experiences is acknowledged.

Outside Connection: The points made previously highlight the limits of my own knowledge in the field of teaching and the importance of working collaboratively with educators to provide the most positive outcomes possible for the students we are working for.  Teachers have a plethora of knowledge of which I have limited experience, and therefore could benefit from engaging in collaborative discourse.  The aforementioned topics highlight the importance of teacher experiences and knowledge.  Considering this, the question is raised whether knowledge of certain psychological principles related to learning is enough to provide successful instruction.  James states, “To know psychology, therefore, is absolutely no guarantee that we shall be good teachers” (p. 3) and that psychology cannot provide all the answers to teachers who must also have “ingenuity” as a constant tool to aid in the learning of their pupils.  This “ingenuity” is often developed from the first-hand experiences of teachers and relates back to the idea presented by Kampwirth (2006) suggesting that educators have a significant amount of knowledge from their own experiences and past observations made from interactions with their students.  Therefore, effective instructors recognize that teaching is an art form that develops from practical experience with students using creative methods to promote learning and often parallels psychological constructs.

References

Kampwirth, T. J. (2006). Collaborative consultation in the schools: Effective practices for students with learning and behavior problems (3^rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.