Psychological Bases of Education

UNIT – III Psychological Bases of Education
Dr.M.Deivam
Assistant Professor
Department of Education
The Gandhigram Rural Institute (Deemed to be University)
Gandhigram, Dindigul District, Tamil Nadu – 624 302

Contents
• Psychology: Meaning, Definition, Scope.
• Relation between Education and Psychology.
• Educational Psychology: Meaning, Definition,
Nature and Characteristics and Scope.
• Concept of growth, development and
maturation
• Individual Difference in Learning
• Motivation in Education
• Group dynamics
• Mental Health and Hygiene.

Psychology
• 19th Century – Psychology is branch of Philosophy
• Psychology – (Greek word)
Psyche -> Soul
Logus -> Science or Knowledge
• Psychology – The science of soul

Historical Development
• Psychology as a science of soul
• Psychology as a science of mind
• Psychology as a science of consciousness
• Psychology as a science of behaviour

History
• Before 1870 psychology was not a separate discipline
rather it was studied under Philosophy.
• Some of the contributors of psychology were as
follows:- Wilhelm Wundt in 1879 opened first
experimental laboratory in psychology at the
University of Leipzig, Germany. He is considered as
the father of psychology. American Psychological
Association (APA) was established in 1892 and the
founder was G. Stanley Hall.

Cont.,
• In 1896 Sigmund Freud developed the theory of
psychoanalysis. On the basis of this therapy later on he
developed the therapy of free association and dream
analysis.
• In 1905 IQ test developed by Alfred Binet and Thiodore
Simon.
• In 1913 John B. Watson supported the behavioral aspects of
psychology.
• In 1921 Swiss psychiatrist Hermann Rorschach devised a
personality test based on patients' interpretations of
inkblots which is named as Rorschach ink blot test

Cont.,
• In 1921 First Nobel Prize for psychological research was
given to Charles Frederick Menninger.
• In 1921, Ivan Pavlov developed the theory of classical
conditioning through the experimental approach
• In 1935 Gestalt Psychology came into existence
• B.F. skinner proposed the theory of Operant
conditioning

Methods of Psychology
• Introspection
• Observation
• Interview
• Experimental Method
• Case-study Method
• Developmental
• method
• Questionnaire
method
• Survey method
• Projective techniques
• Socio-metric
techniques

Relationship between Education
and Psychology

Introduction
• Psychology is closely related to education.
Education is the modification of behaviour in
a desirable direction and psychology is the
study of behaviour or science of behaviour.
• To modify the behaviour or to bring about
some changes in the behaviour it is necessary
to study the science of behaviour. Thus,
education and psychology are logically related.

Cont.,
• The developmental stages of children and
characteristics are very essential factors which
the teacher must know in order to be a
successful teacher.
• The traditional education was subject
centered and teacher dominated. But the
modern concept of education has been
changed into learning centered to learner
centered.

Cont.,
• It is the child who is to learn according to his
needs, interests and capacities. Hence, there
is no doubt that a knowledge of psychology is
quite essential for planning and organizing
any educative effort.
• For this purpose all the great educators
emphasize that education must have a
psychological base.

Cont.,
• Pestalozzi tried to psychologies education.
Montessori and Froebel also advocated that
education must be based on psychological
principles. Almost all the aspects of education
are guided by psychological principles.

Different aspects of education related
to psychological principles
1. The objectives of education at different stages
have a psychological base.
2. Preparation of curriculum for different stages as
per the age, ability and capacities of the learner
must be based on some of the psychological
principles.
3. The teacher employs some of the suitable
methods of teaching, appropriate motivational
techniques and teaching devices which are also
the contributions of educational psychology.

Cont.,
4. Solution of different educational problems
through research are also the contribution.
5. Preparation of school time table and timing have
also a psychological base.
6. Effective school administration and organization
needs a knowledge of psychology.
7. Knowledge of psychology is necessary to study
the gifted or the retarded child, the problem
child and the maladjusted child.

Cont.,
8. The problem of discipline in the school can be
tackled psychologically.
9. Educational psychology provides knowledge
about mental health of the teacher.
10. Psychology provides knowledge about
evaluation procedure for better learning in the
school.
11. Better guidance can be provided for effective
learning by studying the psychological traits of
the learner.

EDUCATION AND PSYCHOLOGY ARE
RELATED TO EACH OTHER
• Psychology and Aims of Education: Psychology
helps the educator in the realization of educational
aims by helping him to bring out improvement in
the quality of instruction by providing him ability
and insight into the child’s attitudes, ideas,
aptitudes, interests and emotions etc. ·
• Psychology and Teacher: Psychology helps the
teacher to understand the learner, learning process
and the learning situations. Psychology states that
teacher should have sympathetic and affectionate
attitude towards the learner.

Cont.,
• Psychology and Curriculum: Psychology suggests
that the curriculum should be integrated, flexible, co-
related and child-centred. There should be different
co-curricular activities in the school. Co-curricular
activities are important media for sublimation of
instincts and for the development of personality.
• Psychology and Methods of Teaching: Various
methods of teaching like Project method, Heuristic
method, Montessori Method, Play-way method are
based on sound psychological principles.

Cont.,
• Psychology and Text Books: Psychology tells the
teachers and the students that text books should
be attractive, well illustrated and according to the
mental level of the pupils.
• Psychology and Innovations: Psychology has
made significant contribution by introducing
innovative ideas for improving the process of
teaching and learning such as - Activity-centred
teaching, Micro-teaching (Dwight W. Allen),
Programmed instruction (B.F. Skinner),
Interaction analysis (Ned A. Flanders).

Cont.,
• Psychology and Audio-visual Aids: Psychology
states that to develop interest among
students, teacher should properly use audio-
visual aids. Use of audio-visual aids makes the
learning easy, interesting and effective.
• Psychology and Time Table: Time table is
prepared according to the psychological
principles. While preparing it, the teacher
should keep in mind the relative importance
of different subjects and their toughness and
the fatigue of students.

Cont.,
• Psychology and School Administration: Psychology
helps in solving problems of administration by
mutual discussion among various agencies of
school. It provides a scientific basis for the
supervision of instruction.
• Psychology and Discipline: Psychology tells us the
ways of dealing with problems of delinquent,
backward, handicapped and gifted children and
helps in maintaining discipline.
• Psychology and Evaluation: Psychological tools
help the teacher to evaluate the achievement of
the pupils and suggests improvements in
examination.

Meaning of Educational Psychology
• Educational psychology is that branch of psychology which deals with the
application of psychological findings in the field of education.
• In other words it deals with the human behaviour in educational situations.
• It is the systematic study of the development of the individual in the educational
settings.
• It is the scientific study of human behaviour by which it can be understood,
predicated and directed by education to achieve goals of life

Definitions of Educational Psychology
• According to Crow and Crow Educational
Psychology describes and explains the
learning experiences of an individual from
birth through old age.
• Skinner defines Educational Psychology as
“that branch of Psychology which deals with
teaching and learning”

Cont.,
• Stephen – Educational Psychology is the systematic
study of the educational growth and development of
a child.
• Judd –Educational Psychology is the Science which
explains the changes that take place in individuals as
they pass through the various stages of
development.

Nature of Educational
Psychology
• It is an applied branch of fundamental Psychology
• It combines two fields i.e. education and
psychology
• It is the scientific study of human behaviour in
educational situation.
• It is concerned with these factors, principles and
techniques which relate to the various aspects of
child’s growth and development.

Cont.,
• It is concerned with learning situation and process by which
learning can be more efficient and effective.
• Educational Psychology, draws heavily from various branches
of psychology, biology, sociology and anthropology
• Educational Psychology is not as exact as natural sciences
since the human behavior cannot be predicated exactly,
because it is dynamic.

Cont.,
• Educational Psychology is a science of education
dealing primarily with how, when and what of
education.
• While psychology deals with the behaviour of all
individuals in all walks of life. Educational Psychology
limits its dealing with the behaviour of the pupil in
relation to Educational environment.
• It does not concern with what and why of education it
gives the necessary knowledge and skill (Technical
Guidance) for giving education the pupil in a
satisfactory way.

Scope of Educational Psychology

Introduction
• Scope of educational psychology tells us the
areas of application.
• In other words, it can be called the subject
matter of educational psychology

Areas of Application
Growth and
Development
Human Behaviour The Learner
The Learning
Experiences
Learning Process
Evaluation of Learning
Process
Learning Situation /
Environment
Individual differences
Personality and
Adjustment The Teacher
Guidance and
Counselling

1. Human Behaviour
• It studies human behaviour in the educational
context. Psychology is the study of behaviour
and education aims at modification of
behaviour. Hence the influence of Educational
Psychology has to be reflected in all aspects of
education.

2. Growth and development
• It studies the principles governing growth and
development. The insight provided by the
study will help in scientifically planning and
executing learner oriented programmes of
education.

3. The Learner.
• The subject-matter of educational psychology
is knitted around the learner. Therefore, the
need of knowing the learner and the
techniques of knowing him well. The topics
include – the innate abilities and capacities of
the individuals, individual differences and
their measurements, the overt, covert,
conscious as well as unconscious behaviour of
the learner, the characteristics of his growth
and development and each stage beginning
from childhood to adulthood.

4. The Learning Experiences.
• Educational Psychology helps in deciding what
learning experiences are desirable, at what
stage of the growth and development of the
learner, so that these experiences can be
acquired with a greater ease and satisfaction.

5. Learning process
• After knowing the learner and deciding what
learning experiences are to be provided,
Educational Psychology moves on to the laws,
principles and theories of learning. Other
items in the learning process are
remembering and forgetting, perceiving,
concept formation, thinking and reasoning,
problem solving, transfer of learning, ways
and means of effective learning etc.

6. Learning Situation or Environment
• Here we deal with the environmental factors
and learning situations which come midway
between the learner and the teacher. Topics like
classroom climate and group dynamics,
techniques and aids that facilitate learning and
evaluation, techniques and practices, guidance
and counselling etc. For the smooth functioning
of the teaching-learning process.

7. Evaluation of learning process
• Effectiveness of learning process always depends
on the evaluation as it gives the knowledge of
result which helps the learner as well as the
teacher to modify or correct oneself.
• Educational psychology guides are by explaining
the different methods of assessment contributing
to the effectiveness of learning process.
• Knowing the learner, acquiring the essential skill
in teaching and evaluation are the focal points in
the study of educational psychology.

8. Individual differences
• It is universally accepted that every individual
differs from every other individual. This idea
has been brought to light by Educational
Psychology.

9. Personality and adjustment.
• Education has been defined as the all-round
development of the personality of an
individual. If educational has to fulfill this
function all instructional programmes have to
be based on the principles governing the
nature and development of personality.

10. The Teacher
• The teacher is a potent force is any scheme of
teaching and learning process. It discusses the
role of the teacher. It emphasizes the need of
‘knowing thyself’ for a teacher to play his role
properly in the process of education. His conflicts,
motivation. Anxiety, adjustment, level of
aspiration etc. It throws light on the essential
personality traits, interests, aptitudes, the
characteristics of effective teaching etc. so as to
inspire him for becoming a successful teacher.

11. Guidance and Counselling
• Education is nothing by providing guidance
and counselling required for the proper
development of the child. This is very true,
especially in the light of the extremely
complex and problematic situation one has to
face in the fast growing world. Educational
psychology has come to the rescue by
developing principles and practical measures
helpful for providing effective guidance and
counselling

Conclusion
• We can conclude by saying that Educational
Psychology is narrower in scope than general
psychology. While general psychology deals
with the behaviour of the individual in a
general way, educational psychology in
concerned with the behaviour of the learner
in an educational setting

Meaning of Growth
• The term growth is used purely in the
physical sense
• It generally refers to increase in size,
length, height, and weight.
• Growth is one of the components of the
development process
• Disappearance of old features & acquisition of
new ones.

According to the Crow & Crow (1962)
• “Growth refers to structural & physiological
changes”.

Characteristics of Growth
• Growth refers to increase caused by becoming
larger and heavier. Ex. Increase in size, height,
length & weight
• It is quantitative, additive and augmental
• It is objectively observable and
measurable
• Growth does not continue throughout life, it
stop when maturity has been obtained

Cont.,
• Growth may or may not bring development
• Rate of growth is not uniform
• There exist wide range of individual
differences among children with respect to
growth
• The rate of growth of different parts of the
body is different.

Meaning of Development
• The term development refers to the
qualitative aspect of high intelligence and
low intelligence.
• Development refers to a continuous process of
changes through which task managing abilities
of the individual are polished resulting in
experiences and learning.

According to the Hurlock (1959)
• “Progressive series of changes that occur in an
orderly, predictable pattern as a result of
maturation & experience”.

Characteristics of Development
• Development is directional and sequential
• Development is continuous
• The goal of development is to enable the
individual to adopt to the environment in
which he live. i.e development results in
improved functioning of the individual

Cont.,
• Development is many aspects (e.g
physical, emotional, intellectual, social and
moral) and individual differences are seen
in the different aspects of development.
• Rate of development is not uniform
throughout the life span of an individual
(development is spiral and not linear)
• Development influenced by maturation
and learning

Cont.,
• Development is very much related to one’s
environment (stimulating environment
developing skills)
• Development is qualitative in nature, it
cannot be measured directly (assessed
through keen observation)
• Development is possible even without
growth

with
Principles of Growth and
Development
Principle of continuity
• it is a never-ending process.
• It stars with conception and ends
death.

Principles of Individual
difference
• Wide range of individual differences
among children with respect to their
growth and development

Rate of growth and development is not
uniform
• Puberty, there is a sudden rise in the
speed of growth and development

Uniformity of
patter
n
• Development
sequential and
is progressive and
this pattern is found in
every child (Swim on the floor, then it sits,
stands and walks before it learns to run)

Development proceeds from
general to specific responses.
• In all phases of a child’s development,
general activity precedes specific activity.
His responses are of a general sort before
they become specific (ex. The young
infant first grasps any object with the
whole hand and gradually begins to pick
with thumb and finger)

Principles of
integratio
n
• Development involves movement from the
whole to part & part to whole

Principles of inter-relation
• The growth & development in various
dimensions like physical, mental, social
etc are interrelated & interdependence

Development is predictable
• It is possible for us to predict (ex. From the
trend of increase in height we can predict
before hand how much height child will
grow)

Principles of heredity and environment
• Growth is a product of the interaction both
heredity and environment

Principles of product
• Growth is a product of the interaction both
heredity and environment

Principle of development
• Development is both quantitative and
qualitative

Difference between Growth and
Development
• Growth is quantitative •
• Growth could be
objectively observed
• Growth
continue
life
does not
throughout
Development
quantitative
qualitative
is both
and
• It is qualitative it cannot
be measured (Assessed
keen
through
observation)
• Development is
continuous process

Cont.,
• Growth is one aspect of
development
• Growth
different
organism
occurs in
parts of the
• Development
complex many sides
is
• Development describes
the changes in the
organism
and does
as a whole
not list the
changes in parts.

Cont.,
• Growth
directional
is not • Development
progressive
sequential
• Growth is not uniform
• Individual differences
is
and
• Development is also not
uniform
• Children differ in their
level of development
(aesthetic, physical and
social)

Cont.,
• Growth is not affected
very much by learning
• Growth may or may not
lead development
• Heredity oriented
• Learning
experience
and
affect
development to a very
great extent.
• Development
possible
growth
is
without
• Environmental oriented

Maturation
• Maturation refers to the sequence of
biological changes in children. These orderly
changes give children new abilities. Much of
the maturation depends on changes in the
brain and the nervous system.
• These changes assist children to improve their
thinking abilities and motor skills. A rich
learning environment helps children develop
to their potential.

Definitions
• Woolf & Woolf:
• Maturation means that children are able to do
at certain stages of development certain task
that they could not do previously.
• Boldwin:
• “Maturation is an increase in competency and
adoptability.”

Maturation in learning
• Learning is possible only when a certain stage
of maturation is also reached.
• Exercise and training becomes fruitful only
when a certain stage of maturation is also
reached.
• Maturation determines the readiness of the
child for learning.
• Learning will be ineffective if the child has not
attained the required level of maturity.

Cont.,
• There are individual
maturation. This means the rate
differences in
of
maturation varies with individuals.
• There are individual differences in the
capacity to learn at the same age level. This is
because of the difference of maturation level.
Specific skills are learnt by children easily
who mature earlier than others.

Cont.,
• The 3R’s i e reading, writing and Arithmetic can
be learnt only after the maturation of muscular
and brain capacities.
• Learning is possible only when a certain stage of
maturation is reached. However much we
practice a eight month old child with walking
exercises, the infant cannot walk.

Cont.,
• The muscles have not matured enough for the
infant to learn to walk. This particular learning
is possible only when the nerves & the
muscles have a particular stage of maturity &
development.
• Practice is most productive when properly
articulated with maturational level. It is very
essential for the teachers to know the
maturational level of the pupils.

Individual differences in learning
• Individual differences: Meaning
• Individual differences: Definition
• Individual differences: Types
• Individual differences: Causes
• Individual differences: Areas / Aspects
• Individual differences: Educational
Implications

Individual differences: Meaning
• Physical, mental and emotional
characteristics differ from individual to
individual. Therefore all children in a school
are not alike.
• Ex: some learn quickly and others in a sluggish
manner, some remember well and some
others forget etc.

Individual differences: Definition
• According to R.S.Woodworth and
D.G.Marquis – “Individual differences are
found in all psychological characteristics:
Physical abilities, mental abilities, knowledge,
habits, personality and character traits”

Individual differences: Types
• Individual differences within the individual
• Individual differences between the individuals
• Individual differences among the individuals

Individual differences within the individual
• Every individual has his own different amounts
of skills and abilities in him. If we compare the
marks scored by an individual in subjects like
Tamil, English, Mathematics, Science and
Social Science et.,

Individual differences between the individuals
• Naturally an infant differs from the child and
child from an adolescent and so on. Similarly,
a boy differs from a girl.

Individual differences among the individuals
• Some students are bright in most things and others
are rather consistently not equal to them. Some are
more interested in their own thoughts and feelings
than in things outside themselves, they are
Introverts Extroverts are those who are more
interested in outside things than themselves. Some
are blessed and gifted and others are backward or
under poverty. These individual differences are also
called as intra individual differences.

Individual differences: Causes
– Influence of Heredity
– Influence of Environment
– Influence of Race and Nationality
– Influence of Economic Condition and Education
– Influence of Sex

Influence of Heredity
• According to psychologists McDougall,
Pearson, Galton, et. Heredity is the chief cause
of individual differences. A person gets his
body, shape, complexion, etc. from heredity.

Influence of Environment
• Environment also has influence on individual
differences. The social environment also has its
influence. A person has his lifestyle, conduct and
behaviour according to the society that he lives in.

Influence of Race and Nationality
• Individual difference depend on racial and national
basis also. A person has the characteristics of the
race and nation in which he born. A child born in a
Brahmin or Kshatriya family has inclination for
studies or martial activities. The traits that a Hindu
child begets, are different from those of a Muslim or
Christian child.

Influence of Economic condition and
Education
• Individual difference are also found due to economic
condition and education. Parent’s economic
condition, lifestyle, occupation and education have
deep impact on the children. The personality
development of the rich, high lifestyle and educated
families is good, while those of poor, illiterate
families is not and they are unable to learn good
habits.

Influence of Sex
• Physical and mental differences are found in boys
and girls. Girls attain maturity one or two years prior
to boys. The girls are soft, kind, affectionate, shy and
peaceful, while the boys are harsh, courageous,
angry, clever, brave and skillful. The boys have more
capacity for physical work, arithmetical ability and
intensity of imaginations, while the girls are better in
memory, art abilities and domestic tasks.

Individual differences: Areas / Aspects
– Differences in Physical characteristics
– Differences in mental abilities
– Differences in Aptitude
– Differences in Achievement
– Differences in motor abilities
– Differences in attitudes
– Differences in personality traits
– Interests

Differences in Physical characteristics
• Children have difference in physical
characteristics like height, weight, complexion
etc. There may be some children with physical
deformities in hearing and seeing or physical
handicapped. Hence, there is need for
diagnosis for remedial work for their
rehabilitation.

Differences in mental abilities
• We also realise that mental abilities also differ.
It can be evidently seen, if we conduct an
intelligence test for a group of individuals. The
result will show that there are gifted, average
in intelligence, feeble minded among them.
That is why there is an ultimate need for
individualised instruction to the children.

Differences in Aptitude
• Aptitude is the inner capacity to learn. It is an
inborn ability or potentiality. Mechanical and
musical aptitude tests are intended to foresee
the ability which are inherent in them.

Difference in Achievement
• The achievement test and standardized
achievement test conducted by the teacher
are signs of measurement to know the
achievement of pupils. Depending upon their
skills and aims, children differ in their
achievement. Diagnostic test are also to be
used in schools.

Differences in motor abilities
• Children show differences in motor abilities
like running, jumping, speed of writing etc.

Differences in Attitude
• According to Thurstone, attitude is the degree
of positive or negative affect (feeling)
associated with some psychological object.
Psychological object consists of any institute,
person or idea. The aim of Education is to
establish desirable attitudes and to modify
some attitudes that need change.

Differences in personality traits
• Children also differ widely in their personality
traits. A trait is a distinguishing quality of a
person. Personality inventories, and projective
techniques may be conducted to assess
personality traits and specialised education
may be provided accordingly.

Individual differences: Educational Implications
– Proper assessment of abilities (different abilities inherent)
– Size of the class (limiting the class size)
– Expectation of teachers (success and failure)
– Formation of attitudes (positive attitude towards weaker students)
– Modification of curriculum (Cover all the students)
– Homogeneous grouping ( grouping intelligence students and suitable
curriculum)
– Good school environment (Congenial environment)
– Identification of special talents (special attention to enrich their
education)
– Continuous educational provisions
– Individualised education (Project method, assignment, PLM etc.)

Motivation: Meaning
• The word motivation comes from the Latin
word ‘movere’ which means ‘to put into
action or to move’.
• Motivation is an art of incentive to perform a
specific duty for a purpose. Motivation
comprises of dynamic and purposive process.
It acts as an incentive with objectives for
accomplishing a specific task in the right
direction.

Cont.,
• Without incentive or motivation one cannot
perform a task or he will leave the work or
task as incomplete. Hence motivation is the
cycle of process that activates a movement in
an organism.

Cont.,
• Motivation is related to interest. Hence
motivation and interest are interdependent
in the process of learning. Motivation is
considered with the arousal of interest in
learning and to an extent is basic to learning.

Motivation: Definitions
• Motivation refers to the states within a person
or animal that drives behavior toward some
goals.
- MORGAN AND KING
• Motivation acts to arouse, sustain and direct
behaviour - TRAVERS
• Crow and Crow – Motivation acts an as interest
control factor in learning.

Motivation: Types
Motivation
Intrinsic
Motivation
Extrinsic
Motivation

Achievement motivation
• The theory of Achievement motivation was formulated
by McClelland and his associates in 1951 at Harvard.
• Achievement motivation is the “The expectancy of
finding satisfaction in mastering challenging and
difficult tasks.”
• Achievement motivation is the ability to achieve
success and ability to avoid failure.
• Achievement motivation is closely related to the
psychological need for achievement. It develops
personal conviction. Pupils who have it in them will be
happy to work hard. So they always display high
performance.

Cont.,
• All children do not possess the same degree of
desire to achieve. There are many who display
low ability and do not work to the optimum
level of their capacity. They believe that luck,
chance, and other external factors are
responsible for their fate. They do not put in
enough effort. So they are the losers and may
become underachievers.

Motivation in the classroom context

Motivation in the classroom
• How to motivate children in the classroom for
learning is a crucial problem which concerns all
teacher at all stages of teaching.
• The teacher use some motivation technique in
the classroom.

TEACHERS TO MOTIVATE THE STUDENTS IN THE
CLASSROOM
• Use of proper incentives as motivating agents,
appropriate to the age group of students. [eg.
In Primary classes, rewards and prizes may
operates effectively; in high school classes
praise and blames will be more suitable than
rewards].

Cont.,
• Students should be helped to feel the utility of
what they learn by relating them to practical life
situations.
• Provide feedback to students about their
performance, then and there; announce test
results in class, possibly the next day itself. This
makes the learner motivated to learn and face the
next test eagerly. Similarly teacher’s nod of head,
smile, verbal appreciation etc. will serve as
feedback in the actual classroom teaching –
learning situation, when students present their
responses.

Cont.,
• Goal setting: Motivational behavior is always
goal oriented. When the goal is clear and
attainable, the students strive hard to reach the
goal.
• Ensuring success to all, at least to some extent:
Graded assignment should be given such that
every one will have some success initially and
continue their efforts but the talented may
claim more success or full success.

Cont.,
• Competition and Co-operation: Teachers
should stress cooperation as a motive in study
and sports. Where competitions are used, it
should be set among the group with frequent
changing of group members. Within each
group, individual members should be goaded
for self competition.

Cont.,
• Professional competency and sensitivity to the
needs of pupils help the teacher in his task
and kindle students interest in their learning.
The imaginative use of Audio-Visual
Instructional Aids is of great value in making
the classroom teaching interesting.
• Avoid excessive motivation as it is self-
defeating.

Cont.,
• Develop positive attitude in pupils towards
the school situation and towards learning
itself and proper teacher pupil relationship is
basic to such an attitude.

Teacher can become a motivating
teacher if he adheres to the following
• Well structured teaching.
• Increased participation of the learners.
• Warmth and enthusiasm of the teacher in
appreciation of students efforts.
• Setting clear cut goals, within the reach of the
pupils.
• Good rapport with the students inside and
outside the class.

Cont.,
• Like a stage actor, the teacher should keep the
tempo in the class by resorting to proper
modulation of vice, gestures, etc. using varied
techniques like demonstration, illustration (visual
and verbal) etc.,
• Continuous internal assessment provides for
continued motivation, eliminating needless
tension in the last minute.

Meaning of Group Dynamics
• It is a relatively new concept in the socio – psychological field.
• Etymologically, the word, Dynamic, is derived from a Greek word,
which means ‘force‘.
• Group Dynamics stands for the forces operating in a group. A
group is constantly interacting, thereby bringing about a perpetual
change in the personality and behaviour of the members
constituting the group.
• The behaviour is not static. Group Dynamics means the change of
behaviour through interaction in the group. It refers to the
forces which operate in group situations. It studies the structure of
the group and other phenomenon which emerge out of group
interaction.

Definition
• According to the Good‘s dictionary – ”Group
Dynamics implies an interactive psychological
relationship in which members of a group
develop a common perception based on feelings
and emotions. These inter-stimulative
relationships may be described by the term
Group Dynamics.”

Process / Stages of Group Dynamics.
• Forming – This is when a group first gets
together. People tend to find out about each
other, consider purposes, brainstorm ideas and
possible structures for tasks and consider their
own roles within the group. This is usually a
very sociable time in the
life of the group.

Cont.,
• Storming – As the group begins to settle in and individuals get
to know each other, they may start competing for status and role
in the group. Disagreements occur and where some members
may try to assert strong opinions or leadership tactics, others may
withdraw. If tensions are not mutually dealt with at this stage,
they tend to disrupt group communication and activity, and most
importantly, mutual respect for the roles of members. To reach
stages (c) and (d) conflicts need to be resolved.

Cont.,
• Norming – After the more tense stage of
storming, the group usually begins to settle as
members have found a common approach to
the task that all agree upon or accept (this is
where unsettled conflicts can be problematic
as they will probably reoccur later). Action
plans begin to emerge and people find space
to begin working on tasks.

Cont.,
• Performing – This is the stage when the group
achieves optimum efficiency and work gets
done. At this stage it is important to know the
team work strategies you are working with
that will best utilize the expertise of each
member. It is also useful be aware of time
spent on each task through a log or diary, so
that possible conflicts do not reoccur.

Cont.,
• Mourning / Adjourning – Having satisfactorily
got through the group tasks, if the group has
been successful in working together, despite
initial tensions and conflicts, we often see
members sad to leave each other. This is
where mutual respect and achievement is felt
most significantly. Often sub-groups form from
the larger groups to continue with personal or
professional development interests.

Importance of developing Group
Dynamics in Learning
• To improve the behavior of students – In a
class room group, the students come into contact
with each other and acquire appropriate
type of education.
• To develop mental processes – Some sort of
exchange of thoughts goes on in the class group
through which intellectual activities
like reasoning, memory, judgments, decisions,
thinking and imagination develop.

Cont.,
• To develop the feeling of self sacrifice – The
students in a class room group remain in close contact
with each other. Therefore
so much love, good will and sympathy develops in
them that in the time of need they
do not hesitate to sacrifice themselves for the sake of
others.
• To prepare for future social life – Children
in class room group live together for pretty long time
and try to adjust their thoughts,
habits and view points to others. Such a type of
experience prepares them for future
social life.

Cont.,
• To excite sympathy of numbers – A student
starts doing as other students do. This
tendency is called sympathy of numbers.
• To develop qualities of leadership – Students
in classroom groups plan or organize a
number of co-curricular activities. Thus
qualities of leadership are developed in them.

Cont.,
• To acquire more knowledge – In a classroom
group the students learn the habits of
competition and imitation and get an inspiration
to acquire more knowledge.
• To develop the feeling of co-operation – The
teacher encourages all the members
of a classroom group to work together and
thus feeling of cooperation is developed in them.

Mental Health: Meaning and definition
• Mental health is a state of well being which
helps the individual to Realize his own
capacity or capability Deal with normal stress
of life Work productively and Involve in the
activities that support societal development.

Cont.,
• Mental health influences the physical health
and behaviours of an individual. Generally,
one who likes himself is viewed as mental
health. Conversely, if one who strongly dislikes
himself is viewed as a symptom of
maladjustment.

Definition
• According to WHO, mental health is a state of
complete physical, mental health and social
well being and not merely the absence of
disease or infirmity.

Characteristics of Mentally Healthy Person
• Mentally healthy person is able to live joyfully
and peacefully.
• Mentally healthy person is not disturbed by
mental conflicts.
• Mentally healthy person has a true self
appraisal of his strength and weakness.
• Mental healthy person tries to cooperate with
others and wins friends and this naturally
gives him a feeling of security.

Cont.,
• Mentally healthy person is emotionally
matured and stable in expressing his emotions
in a desirable way and he has a proper control
over his emotions.
• Mentally healthy person is intelligent and his
intellectual powers are adequately developed
to think independently and to take right
decision at right time.

Cont.,
• He always lives in a world of reality, rather
than that of imagination and fantasy.
• He possesses enough courage and tolerance
for facing failure in his life.
• A mentally healthy person is socially aware of
his situations. He participates in social
activities and behaves properly even under
stress and strain of life.

Factors affecting mental health
• Hereditary
• Socio-cultural
• Family breakup or loss
• Physical ill health
• Abuse

Factors that support mental health
• Discipline
• Affectionate behaviour
• Play and recreation
• Educational guidance
• Balanced curriculum; and
• Formation of good habits.

Mental Hygiene
• Mental hygiene is a science which deals with the
prevention of mental illness, the preservation of
mental health, and the cure of mental illness. Mental
hygiene is a means of achieving mental health.
• The nature of positive mental health determines the
goals of mental hygiene. The goals of mental hygiene
refer to “ the attainment of a fuller, happier, more
harmonious and more effective existence”.
• Mental hygiene stands for good mental health, for
overall development of personality.

Main principles of mental hygiene
• Adjustment in home
• Adjustment in school
• Adjustment in society and
• Adjustment in work

Factors affecting teachers mental Health
• Poor salary and consequent low social status
• Poor teaching facilities
• Continuous contact with immature children
creating strains and frustrations when their
effort do not result in corresponding pupil-
growth.
• Indiscipline in classes
• Unnecessary interferences from higher
authorities

Cont.,
• Heavy teaching load coupled with insecure
service conditions.
• Functioning irrelevant curriculum
• Community expecting a very high standard of
conduct from teachers
• Inter-personal relationship with parents,
colleagues and higher authorities create
conflict inherent situations.

Suggested Measures to Promote Teachers
Mental Health
• Democratic functioning of the school
• Ample opportunities for professional growth
• Job security and satisfaction
• Cultivation of healthy hobbies and recreational
activities by teachers.
• Decent dress, cultured behaviour and professional
sincerity will lead to competency and self confidence
in teachers.
• Sense of humour and participation in inservice
programmes will help in the proper adjustment of
teachers.

ROLE OF TEACHER IN PROMOTING
MENTAL HEALTH IN CHILDREN
• Teaching and reinforcing the positive
behaviours
• Opportunities to decision making
• Encouraging to help others
• Encouraging to maintain good health
• Running student clubs
• Organizing different cultural programmes and
make students to involve

Cont.,
• Opportunities to organize different students
programme
• Conducting medical camps
• Conduction of health awareness program and
• Making students to involve in co-curricular
activities.

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