Use psychology in classrooms
THE EDITOR, Sir:
It is commendable that teachers are now being required to possess the minimum of a first degree. However, juxtaposed to the fact that teaching is not a preferred profession is the urgent need for the study, practice and intervention of educational psychology in our school system.
That is the branch of psychology that seeks to examine and bring about solutions regarding how students learn. It delves into the psychology of teaching, the learning environment, and aspects of socialisation that influence learning.
The presence of literacy specialists in the school system is recognised but limited, and lacks the scientific background which enables a practitioner of educational psychology to examine and diagnose from a social, moral and cognitive periphery.
The crises the stakeholders of the education system are subjected to beckon this essential science. This branch of psychology seeks to eliminate and reduce learning difficulties, as well as propel and mentor gifted students by way of understanding the characteristics of learners in childhood, adolescence, adulthood, and old age.
A teacher with minimal knowledge of psychology of learning grows frustrated and is baffled by a student's inability to learn or what is, at times, perceived to be refusal to learn.
The literacy specialist and the regular classroom teacher are not competent in tackling students with autism, gifted students, attention deficit hyperactive disorder, dyslexia, various mental retardations, among other learning conditions.
The indispensable benefits of educational psychology are crucial to progress for many marginalised students.
DIMARIO D. SULLIVAN
Belair School, Mandeville