BAHRIA

UNIVERSI
TY Management
This document sheds light on how teachers should handle students with
different intellectual capacities. What are the relevant psychological models,
and how should the courses be devised so that maximum number of
students can benefit from them.
 USER
USER
[Pick the date]

Introduction

Students have different levels of motivation, different attitudes about teaching and
learning, and different responses to specific classroom environments and
instructional practices. The more thoroughly instructors understand the
differences, the better chance they have of meeting the diverse learning needs of
all of their students. Three categories of diversity that have been shown to have
important implications for teaching and learning are differences in students’
learning styles (characteristic ways of taking in and processing information),
approaches to learning (surface, deep, and strategic), and intellectual
development levels (attitudes about the nature of knowledge and how it should be
acquired and evaluated).

A learning Theory:

In psychology and education, a learning theory is an attempt to describe how

people and animals learn, thereby helping us understand the inherently complex
process of learning.
There are three main categories or philosophical frameworks under which learning
theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses
only on the objectively observable aspects of learning. Cognitive theories look
beyond behavior to explain brain-based learning. And constructivism views
learning as a process in which the learner actively constructs or builds new ideas
or concepts.
nts:
es and shapes. Sometimes kids come from borderline Special Education, other children have learning disabilities
Self Actualization

humor

program.
h student. Make them feel good and tell them!
s possible.
performance.
s even on their smallest achievements.
 Shaping
Maslow’s the Environment
Needs Theory
• Reserve a classroom that will accommodate the kind of participation you
have in can
Maslow need theory mind.
beStarting
used toon explain
the first day
the of class, arrange
different types the room in a and
of behavior way
thatlearning
attitudes towards encourages active engagement.
exhibited by students.
• Make clear from the beginning your expectation that students will
participate.
• Learn and use students’ names. Students will be more engaged if
they believe that you perceive them as individuals, rather than as
anonymous members of a group.
Planning
• In a discussion course, assign to your students some of the
responsibility for increasing participation by all.
• Use a variety of teaching methods, including lectures, discussions,
and small-group work.
• Organize each class session to include opportunities throughout to
ask and answer questions; prepare initial and follow-up questions
ahead of time.
• If grading student participation, plan to give students a preliminary
participation grade, as well as a brief written evaluation of their
performance.
Listening and Responding
• Use verbal and non-verbal cues to encourage participation.
• Give students time to think before they respond to your questions.
• Listen fully to your students’ questions and answers; avoid interrupting.

• Place the emphasis on student ideas. Encourage students to share their

ideas and use those ideas (with attribution) whenever you can. Referring
back to a comment made by a student in an earlier class demonstrates
that you have thought about and appreciated what your students have to
say.