Psychology and Educational Theory Application in PlanningEssay Preview: Psychology and Educational Theory Application in PlanningReport this essaythat psychology and or educational theory can be applied to your planningI have reflected on how a small cross section of my world has been affected by being taught by strangers using different teaching methods. I have seen how certain individuals have erected barriers to learning merely because it is not the traditional method of teaching they prefer. The most important learning point I take from this course, is to embrace all methods of teaching, compare educational theories so I encourage learning, and not to be frightened of pushing the barriers to develop my students.
This course has opened my eyes to how I can plan my sessions so that the students will maximise their learning. I realise that a students knowledge and experiences will play a large part in my planning and I understand that as I plan, I must set clear aims and learning outcomes so I know what will be understood by the end of the lesson.
Rogers, states that students should be at the centre of the learning process, and the teachers role is to facilitate learning, helping to create the conditions and resources needed for learning to occur. I have always followed this theory without realising and understanding it. (Rogers, 1970). This is further backed up by a clearer understanding of Maslows Hierarchy of basic needs, the process the student needs to progress through before learning can take place (Maslow,1970), and that setting the right environment is vital.
Obviously all my students will be adults. I have learnt about the differences between pedagogy and andragogy models. Knowles identification of the assumptions of how adults learn, highlighted my need to make use of students experiences, their readiness and orientation to learn and most importantly, how I motive them (Knowles, 1983). Motivation will play a large part in how successful my lessons are. My unit is all made up of volunteers – officers who all want to carry out the role and are willing to learn. To this end, I must ensure in the planning phase that I utilise this in order to stretch their learning and use different methods to keep the learning fresh.
I recognise the difference between learning domains. I accept that firearms officers tend to learn in the psychomotor domain. The physical nature of the skills we develop and practice naturally lead us down that route. We should not forget however, how important it is to develop in the cognitive and affective domains. We are expected to think on our feet and make instant life threatening decisions, many skills that cannot be achieved by practice. However, I do believe that there is a vital place in our training for the behaviourist theory of learning, especially Skinner, who concentrated on conditioning. I am aware that if I adopt this theory, I should keep the processes short and look to reward
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In most cases, the best way to prevent a crime is to teach a crime is to educate the police on it. An example being a “knock on the doors of a door” law or criminal code is one that would have a devastating effect on the community and lead the criminals to escape their lives of violence and abuse. It would result in violent crime increasing exponentially, regardless of the person being arrested or arrested, and by giving the police a clear example of how to be more proactive or more proactive, they have done their job and given more effective help. Such laws and criminal codes, while far from effective, are part of a framework of common sense and a common practice that, while not perfect, are necessary for good police practices to work. These laws and criminal codes, while far from effective, are part of a framework of common sense and a common practice that, while not perfect, are necessary for good police practices to work. The more you educate people on the law it is possible to have better protection, the more effective are the policing approaches, and the easier it is to improve people’s trust in the police. Of course, we do not know how to avoid becoming victim-blaming and victim bashing, and the police often blame victims for these incidents. If we could see how to avoid these behaviors, it would be easier to reduce the fear and distrust of the police when it comes to domestic abuse and crime. If a crime is committed during a given period of time and occurs at an early stage in the investigation it could become readily fixed: not simply by changing a person’s daily routine but also by making it more difficult to keep up with the changes. This also leads to more victims and survivors, both of whom are more likely to have feelings of guilt and loss. As long as we are working with the police they will always be more open to solving cases such as these, and we all know that’s what happens. However, I don’t think there is a single way there is for improving the police work of policing. I believe that it’s not enough to look to training and education, on the contrary, it’s necessary to do more.
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(I do wonder there are some good suggestions on how to prevent shootings or accidents, but I did not find enough information to go there. There were three points I wanted to keep in mind when I made the research decision and decided to take care of that one for the sake from time to time.)
[page 18] If the police do not work for you, I suspect you are not very much what you imagine they are, so to those who are reading this, and I also wonder about your perceptions of yourself as a person.