UNIVERSITY OF KABIANGA

SCHOOL OF EDUCATION ARTS AND SOCIAL SCIENCES

COURSE TITLE: FOUNDATION OF PSYCHOLOGY
COURSE CODE: PSY 111
GROUP OF 10 MEMBERS

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teacher cannot force a pupil to learn. With reference to your knowledge of psychology

Explain.
The statement "A teacher cannot force a pupil to learn" holds true across educational psychology.
Here’s a breakdown of how psychology supports this idea, focusing on motivation, autonomy,
and engagement theories:

1. Motivation Theory

Intrinsic vs. Extrinsic Motivation: Psychologist Edward Deci and Richard Ryan’s Self-
Determination Theory (SDT) emphasizes the importance of intrinsic motivation—engagement
driven by internal satisfaction rather than external pressures. When students are intrinsically
motivated, they engage in learning because they find it enjoyable or personally satisfying. In
contrast, extrinsic motivation (such as rewards or punishments) is less effective for long-term
learning because it doesn't foster internal engagement. A teacher may try to enforce rules, but if
students don't find personal relevance or enjoyment in the material, genuine learning won’t
occur.

Expectancy-Value Theory: This theory, proposed by Jacquelynne Eccles, highlights that a

student’s motivation depends on their expectations of success and the value they place on the
task. Forcing students without addressing these factors only lowers motivation, often leading to
disengagement and even resistance.

2. Autonomy and Control

Self-Determination and Autonomy: SDT also stresses the need for autonomy in learning. People
inherently seek control over their actions, including students in the classroom. When students
feel controlled or coerced, they may lose motivation and feel less willing to engage deeply with
the material. Teachers who provide choices or promote independent thinking align with students'
natural drive for autonomy, which fosters a more effective learning environment.

Reactance Theory: Developed by Jack Brehm, this theory explains that people often resist when
they perceive their freedom of choice is being restricted. If a teacher tries to "force" a student to
learn, the student might experience reactance, or a desire to do the opposite of what is demanded,
leading to resistance and disengagement.

3. Engagement and Self-Efficacy

Bandura's Self-Efficacy Theory: Albert Bandura’s theory suggests that students’ belief in their
abilities affects their engagement and persistence. When teachers impose learning, students with
low self-efficacy (doubt in their abilities) might feel anxious or demotivated, reducing their
willingness to engage. Teachers instead need to encourage self-belief, which supports a more
voluntary and productive learning experience.

Flow Theory: Proposed by Mihaly Csikszentmihalyi, flow occurs when individuals are deeply
involved in an activity that challenges them at an appropriate level. Forced learning disrupts this
balance, often resulting in boredom or frustration rather than engagement. Creating opportunities
for students to explore concepts at their pace encourages this optimal learning state.

4. Constructivist Approach

Vygotsky’s Zone of Proximal Development (ZPD): Lev Vygotsky’s theory emphasizes that
learning happens best within a "zone" where a student can perform a task with guidance, but not
independently. Forcing a student outside this zone can cause confusion or frustration, while
staying below this level can lead to boredom. Effective teachers facilitate learning by identifying
each student's ZPD and offering support, not coercion, which is more likely to yield genuine
understanding and progress.

5. Behavioral vs. Cognitive Approaches

Behaviorism's Limitations: Early psychologists like B.F. Skinner suggested that behavior could
be shaped through rewards and punishments. While this approach (operant conditioning) can
modify certain behaviors temporarily, it often fails to create lasting change or genuine
understanding. Learning is not just about rote memorization but involves cognitive processes that
require voluntary engagement, reflection, and internalization.

Constructivism: Jean Piaget’s theory of constructivism suggests that students actively construct
knowledge based on experiences and prior knowledge. Teachers can provide guidance and
structure but cannot force students to learn; true learning occurs as students make sense of
concepts themselves.

CONCLUSION
In summary, educational psychology suggests that meaningful learning occurs when students are
motivated, feel autonomous, and are actively engaged. Rather than force, teachers can inspire
learning by creating supportive environments that foster intrinsic motivation and autonomy. By
recognizing individual needs, cognitive readiness, and interests, teachers can encourage
voluntary and impactful learning experiences.

REFERENCE

1. Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behavior. New York: Plenum.

2. Ryan, R. M., & Deci, E. L. (2000). "Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being." American Psychologist, 55(1), 68–78.

3. Eccles, J. S., & Wigfield, A. (2002). "Motivational beliefs, values, and goals." Annual Review
of Psychology, 53(1), 109–132

4. Brehm, J. W. (1966). A Theory of Psychological Reactance. New York: Academic Press

5. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: W. H. Freeman.

2. A teacher is made not born, discuss this statement with knowledge of psychology

The statement "A teacher is made, not born" emphasizes that effective teaching is developed
through experience, training, and skill acquisition rather than inherent traits or talents. In
psychology, research highlights various factors and skills that contribute to a teacher’s
development, including emotional intelligence, pedagogical knowledge, classroom management,
reflective practice, and adaptability. Here’s how psychological theories and principles support
this view:

1. Social Learning Theory

Albert Bandura's Social Learning Theory posits that individuals learn behaviors, skills, and
attitudes through observation, imitation, and modeling. This is critical in teaching; novice
teachers often observe experienced educators to learn effective strategies and classroom
management skills. Through such observation and practice, they gradually internalize these
skills. Teachers, therefore, develop over time by learning from mentors, supervisors, and peers,
not just from their inherent qualities.

2. Skill Acquisition and Deliberate Practice

According to the Skill Acquisition Theory by Fitts and Posner (1967), skill development occurs
in three stages: cognitive, associative, and autonomous. New teachers begin in the cognitive
stage, where they focus on learning basic principles and teaching strategies. Through consistent
practice and experience, they move into the associative stage, where they refine these skills, and
eventually, the autonomous stage, where teaching skills become second nature.

Deliberate Practice: Educational psychologist Anders Ericsson emphasizes that expertise

requires deliberate practice—focused, goal-oriented practice that improves performance.
Teaching requires ongoing improvement, feedback, and self-reflection, which are acquired and
refined over years of professional practice. Therefore, effective teaching is the result of
continuous effort rather than an innate quality.

3. Emotional Intelligence and Social-Emotional Competencies

Daniel Goleman’s Emotional Intelligence Theory suggests that social-emotional skills—such as

self-awareness, empathy, self-regulation, and relationship management—are crucial for effective
teaching. Emotional intelligence helps teachers manage their emotions and respond to students’
needs with sensitivity. This skill is learned and refined over time, with practice and self-
reflection.
Social-Emotional Learning (SEL): Effective teachers are often skilled in social-emotional
competencies, which allow them to connect with students and create a supportive classroom
environment. Research in SEL suggests that these skills can be developed through training,
reflection, and practice, emphasizing that teaching skills are learned rather than inherent.

4. Constructivist Theory and Reflective Practice

John Dewey’s Theory of Reflective Practice emphasizes the importance of self-reflection in

developing professional skills. Effective teachers continuously reflect on their practices, assess
their effectiveness, and make improvements. This ongoing reflective process helps teachers
adapt and evolve, reinforcing the idea that they are shaped by their experiences rather than pre-
existing abilities.

Constructivism and Adaptive Teaching: Constructivist theories by theorists like Jean Piaget and
Lev Vygotsky emphasize that learning is an active, adaptive process. Effective teachers build
and adapt their instructional approaches based on classroom experiences and student needs.
Adaptability is a skill acquired over time, demonstrating that teachers are continuously made
through responsive teaching, not simply born with an inherent aptitude.

5. Behavioral Psychology and Classroom Management

B.F. Skinner’s Operant Conditioning in behavioral psychology underscores the importance of

reinforcement and behavior management strategies in teaching. New teachers typically undergo
training in classroom management, where they learn to use positive reinforcement, establish
classroom rules, and address disruptions. These strategies are acquired through experience,
observation, and practice rather than an innate ability.

Behavior Management Skills: Effective classroom management requires learning specific

techniques to create a conducive learning environment, such as setting expectations, maintaining
authority, and using rewards. Teachers who excel in managing behavior generally acquire these
skills through targeted professional development and hands-on practice, illustrating that effective
classroom management is cultivated over time.

6. Cognitive Psychology and Pedagogical Content Knowledge

Pedagogical Content Knowledge (PCK): Lee Shulman introduced the concept of PCK, which
is the specialized knowledge teachers need to effectively convey subject matter in a way that
students understand. This includes understanding common student misconceptions and adapting
explanations accordingly. Acquiring PCK requires specialized training and experience,
reinforcing that teachers develop the knowledge and skills to teach effectively.

Cognitive Load Theory: Developed by John Sweller, this theory emphasizes how teachers must
structure information to avoid overwhelming students’ cognitive capacities. Effective teachers
learn to scaffold and sequence instruction to match students’ processing abilities, a skill acquired
through experience and training rather than instinct.

7. Motivational Theory and Encouragement of Student Engagement

Self-Determination Theory (Deci and Ryan) and Expectancy-Value Theory (Eccles and
Wigfield) emphasize that teachers play a significant role in fostering student motivation and
engagement. Teachers learn to inspire students by understanding these motivational principles,
adapting their teaching style, setting realistic goals, and encouraging student autonomy. This
ability to foster motivation and engagement in students comes with experience and professional
growth, not from inherent qualities.

8. Cultural Competency and Diversity Awareness

With classrooms becoming increasingly diverse, effective teachers must develop cultural
competency—the ability to understand, respect, and adapt to diverse cultural backgrounds. This
skill involves ongoing learning and empathy, allowing teachers to better understand students’
perspectives and needs. Teachers are “made” in this respect, as they develop cultural awareness
through experience, reflection, and specialized training.

Conclusion

In summary, psychological theories strongly support the idea that "a teacher is made, not born."
Effective teaching is developed through structured training, experience, and deliberate practice,
encompassing emotional intelligence, classroom management, pedagogical content knowledge,
and cultural awareness. These skills are learned, refined, and continually improved, rather than
stemming from innate qualities alone. Psychology thus reinforces that teaching is a profession
requiring dedication and growth, underscoring the developmental nature of becoming a skilled
and effective teacher.

REFERENCES

1. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall

2. Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). "The role of deliberate practice in
the acquisition of expert performance." Psychological Review, 100(3), 363-406.

3. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York:
Bantam books

4. Shulman, L. S. (1987). "Knowledge and teaching: Foundations of the new reform." Harvard
Educational Review, 57(1), 1-22.