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2.  Different Types of
Psychological Theories
 There are many
psychology theories, but
most can be categorized as
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3.  Theories of development provide a framework
for thinking about human growth,
development, and learning.
 If you have ever wondered about what
motivates human thought and behavior,
understanding these theories can provide
useful insight into individuals and society.
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4.  Behavioral Theories
 Behavioral psychology, also known as
behaviorism, is a theory of learning based
on the idea that all behaviors are acquired
through conditioning. Advocated by
famous psychologists such as John B.
Watson, and B.F. Skinner, behavioral
theories dominated psychology during the
early half of the twentieth century.7
Today, behavioral techniques are still
widely used by therapists to help clients
learn new skills and behaviors.
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5.  Cognitive theories of psychology
are focused on internal states, such
as motivation, problem-
solving, decision-making, thinking,
and attention.
 These theories strive to explain
different mental processes
including how the mind processes
information.
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6.  Personality psychology looks at the
patterns of thoughts, feelings, and
behavior that make a person
unique.
 Some of the best-known theories in
psychology are devoted to the
subject of personality, including
the trait theory of personality,
the "big 5" theory of personality,
and Erikson's theory of
psychosocial development.9
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7.  Humanistic psychology theories
began to grow in popularity during
the 1950s.8
 
While earlier theories often focused
on abnormal behavior and
psychological problems, humanist
theories instead emphasized the
basic goodness of human beings.
Some of the major humanist
theorists included Carl
Rogers and Abraham Maslow.
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8.  Social Psychology Theories
 Social psychology is focused on
helping us understand and explain
social behavior. Social theories are
generally centered on specific
social phenomena, including group
behavior,
prosocial behavior, social
influence, love and much more.
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9.  The principles are organized into
five areas of psychological
functioning:
 1. Cognition and learning;
 2.Motivation;
 3.Social and emotional
dimensions;
 4.Context and learning;
 5.Assessment.
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10.  Cognition and learning says the
way students think and learn.
 A great deal of research from
cognitive and educational
psychology has discovered how
thinking and learning can be
improved in the classroom. The
first eight principles highlight
some of the most important
findings on teacher practices
that impact student growth.
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11.  Students’ beliefs or perceptions about
intelligence and ability affect their cognitive
functioning and learning.
 Research shows that learners who hold the
growth mindset that intelligence is malleable, and
success is related to effort level are more likely to
remain focused on goals and persist despite
setbacks.
 A great way to start off the year in a psychology
class is with a discussion of growth versus fixed
mindsets because it helps students understand
how their beliefs about intelligence can influence
their own academic success.
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12.  What students already know affects
their learning.
 Research shows that prior knowledge
influences both conceptual growth and
conceptual change in students.
 With conceptual growth, students add
to their existing knowledge, and with
conceptual change, students correct
misconceptions or errors in existing
knowledge.
 Facilitating conceptual growth or
change requires first obtaining a
baseline level of student knowledge
prior to the start of each unit through
formative assessment.
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13.  Learning is based on
context, so generalizing
learning to new contexts is
not spontaneous, but rather
needs to be facilitated.
 Student growth and deeper
learning are developed when
instructors help students
transfer learning from one
context to another.
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14.  Clear, explanatory and timely
feedback to students is important
for learning.
 This principle highlights the
importance of instructor responses
and indicates the best manner in
which to deliver feedback to
students in order to maintain or
increase motivation to learn.
 Providing students with clear,
explanatory and timely feedback is
important for learning.
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15.  Students’ self-regulation assists
in learning and self-regulatory
skills can be taught.
 Self-regulation skills, including
attention, organization, self-
control, planning and memory
strategies, improve learning
and engagement and can be
taught through direct
instruction, modeling and
classroom organization.
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16.  Student creativity can be
fostered.
 Creativity is considered a
critical skill for the technology
driven world and because it is
not a stable trait, it can be
taught, nurtured and
increased.
 This principle describes
specific methods of
structuring assignments to
increase creativity and ideas
for how to model creative
problem solving.
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17.  Students who are motivated and
interested in learning are more
successful. CPSE has outlined the most
important ways to help increase student
motivation and engagement.
 Intrinsic motivation
 Students tend to enjoy learning and to do
better when they are more intrinsically
rather than extrinsically motivated to
achieve.
 CPSE Full Form ... CPSE (Central Public
Sector Enterprises) are the companies which
are owned by the government of India or the
state or territorial governments
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18.  Students persist in the face of challenging tasks and
process information more deeply when they adopt
mastery goals rather than performance goals.
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19.  Setting goals that are short
term (proximal), specific and
moderately challenging
enhances motivation more
than establishing goals that
are long term (distal), general
and overly challenging.
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20.  Interpersonal relationships and
communication are critical to
both the teaching-learning
process and the social
development of students.
 This principle provides detailed
and specific guidelines for
improving both teacher-student
and student-peer relationships
in the classroom.
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21.  Emotional well-being influences
educational performance, learning, and
development.
 Various components of emotional well-
being can be included across many
psychology units, such as self-concept
and self-esteem (social psychology),
self-efficacy and locus of control
(motivation and personality) and
happiness and coping skills (emotion
and stress).
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22.  Expectations for classroom conduct
and social interaction are learned
and can be taught using proven
principles of behavior and effective
classroom instruction.
 Numerous research-based ideas are
presented for both correcting
inappropriate student behaviors and
for establishing appropriate
replacement behaviors at both the
classroom and school-wide levels.
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23.  Formative and summative assessments are
both important and useful, but they require
different approaches and interpretations.
 Formative assessments are typically used as
a part of everyday practice and are given
either prior to or during instruction.
 Summative assessments, on the other hand,
result in an overall evaluation of student
learning or program effectiveness and are
typically utilized at the end of a unit or course
thus having more limited impact on current
instruction.
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24.  Making sense of assessment data
depends on clear, appropriate and fair
interpretation.
 Effective teaching requires that
instructors be able to accurately
interpret test results and clearly
communicate the results to students
and parents.
 Students can use what they learn
about testing and statistics to
evaluate the various assessments
given in class for reliability and
validity.
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25.  Remember not only that you should determine
which strategies work for your particular students
but also that many of these strategies work well
with all students. We have categorized these into
 Relationship/climate strategies,
 Academic strategies,
 Disciplinary strategies.
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26.  Research says thst when you give challenging students responsibility and a
leadership role, you can help them turn their negative self-concept into one that is
positive and their obstructive actions into helpful ones.
 There is a danger that this technique could backfire, so do this gradually, moving from
small, private responsibilities toward larger and more visible ones. You could start off
by having a student take messages to the office for you. If this succeeds, you could
give the student more visible responsibilities, such as assigning him or her to tutor a
less capable students responsibility and Leadership
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27.  The challenging student is more difficult to bond
with and often has few adult relationships.
 As a teacher, it is important that you go out of your
way to show your students that you like and value
them. Simply going out of your way to greet your
challenging students each morning or asking them
questions about sports or hobbies they are
interested in is a way to display that interest, which
in turn fosters positive relationships.
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28.  Don't take a student's negative
actions personally. Anything he
does or says does not have to
do with you. It has to do with
him and the particular disorder
he has.
 Holding grudges only
exacerbates the situation.
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29.  When teachers go to the faculty room and spend
their time complaining about difficult students,
they are contributing to the negative cycle of
interactions between staff members and students.
 This is counterproductive to what needs to
happen to improve relations with these students.
Using this time to problem solve or hear from
other staff members about techniques that work
may be beneficial, but complaining and spreading
bad feelings is not a good idea.
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30.  This is a technique to use during all parent
conferences, especially critical with
conferences with parents of the most
challenging students.
 These parents are so programmed to hearing
negative things about their child that they often
come to meetings ready to fight. You can totally
disarm them at the beginning of the conference
by sincerely sharing something that you like
about the student or something positive about
their child they may not be aware of.
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31.  Validating a student's feelings
doesn't mean that you agree
with her actions, but it helps
her to know that her feelings
are real, honest, and normal.
Sometimes all a student wants
is to know that you
understand how she feels.
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32.  Even when a student does something that is inappropriate and results in a consequence,
remember to tell him that you like him, value him, and know that he'll make a better choice
next time .
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33.  Slowly paced instruction and unplanned
time periods are problems waiting to
happen for all students, but they are
especially deadly for challenging
students. Effective, appropriately fast-
paced instruction will prevent many
problems from occurring.
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34.  Having high expectations of all
students, even the students you
struggle to have high expectations
for, is very powerful.
 Research has demonstrated the
power that high expectations have
for all students .
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35.  Disciplinary Strategies
 The challenging student is very adept
at bargaining and manipulation.
Success in bargaining only increases
the chance that she'll repeat the
offense and then try to bargain away
the consequence.
 It is important to be firm in your
implementation of consequences so
that she learns she can't manipulate
the situation and get away with her
actions.
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36.  Focusing on the action and not on
the student is important.
 There is an important distinction to
be made between letting a student
know that fighting is inappropriate
and not allowed and telling him that
he is a bad person for fighting.
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37.  Challenging students have a high
probability of exploding, so it is
essential to have a plan in place
regarding what to do to get help
from an emergency response team
when it is needed.
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38.  There will be times when you have had
your fill of a challenging student and
need a break. When that happens, it
works wonders to have an arrangement
with a buddy teacher to whom you can
send the student for a brief time out .
 This will give you time to get past your
frustration point and be able to once
again deal with the student
professionally.
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39.  It is easy to jump to conclusions with
challenging students and assume they are
guilty of any infraction they are accused of.
 Be fair and look at each situation based on the
current facts and information you have rather
than punishing the “usual suspect.”
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40.  Sometimes you can get so
frustrated and fed up with a
difficult student that you want to
hand down a severe consequence
for even a minor offense.
 Try to save the most stringent
consequences for the most
serious offenses.
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41.  It may be tempting to put your hands
on a difficult student or to try to
restrain her during an outburst, but this
can have serious consequences for
you and for the student.
 The only time you should intervene
physically is if the student may hurt
herself or someone else, and even then
you should have gone through training
on how to do so safely.
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42.  When correcting a student's
behavior, it is always more
effective to give options rather than
make demands.
 For example, instead of ordering,
“Get to work!” try saying, “Would
you like to work on your math or
your spelling?”
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43.  You should be private in your
corrections of your students rather
than publicly reprimand them.
According to the research public
reprimands increase the chance of
escalating problems and take away
the students' dignity.
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44.  Challenging students are experts at
diverting a responsibility or a
consequence by making promises.
 It is vital to wait until they have
actually completed a task or
followed through on an assignment
before rewarding them for their
behavior
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45.  Allow students to save face whenever
possible, as this allows them to keep their
dignity and also helps prevent issues from
becoming worse.
 Using other strategies already mentioned,
such as giving choices and correcting
privately, are ways that you can allow
students to save face
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46.  SWOC analysis is a strategic planning
method used to research external and
internal factors which affect company
success and growth. Firms use SWOC
analysis to determine the strengths,
weakness
 It's very important that you understand
what task achievement means, from the
point of view of the examiner.es,
opportunities, and challenges
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