ST JOHN'S UNIVERSITY OF TANZANIA

FACULTY OF HUMANITIES AND EDUCATION

DEPARTMENT OF EDUCATION

DEGREE PROGRAMME : BSc & BA. EDUCATION

COURSE NAME : INTRODUCTION TO EDUCATION
PSYCHOLOGY

COURSE CODE : EP112

COURSE INSTRUCTOR : MR BIKONGOLO JOHAIVEN
NATURE OF WORK : GROUP ASSIGNMENT

YEAR OF STUDY : 1ST YEAR (2023/2024) SEMESTER II

NO NAME OF STUDENT REG. NUMBER

1 GERALD CHALUBE 2023/0844

2 ENOCK CHIBADA 2023/0104

3 DENIS MAGESA 2023/0751

4 AMANI CHIWANZA 2023/1091

5 SAMWEL SAMSON COSMAS 2023/1244

6 JUDITH DANIEL 2023/1231

7 ROSEMARY DANIEL 2023/1216

QUESTION 2
‘‘Most beginning teachers find their work to be much more difficult and complex because
of their students’ needs, characteristics and differences’’ Discuss with relevant examples.
SUBMISSION DATE 26TH JUNE 2024

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Teaching is process of transferring knowledge from one people to another (generation to
generation), the new teachers face difficult on their teaching due to that, they lack
experience toward teaching, sometimes need a time so that you can adapt the
environment and understand the needs, differences and back ground of an individual
student, hence a beginner teacher must face difficult on their teaching due to that they
haven't experienced more on class room management. The following are the difficult that
a new teacher experience in teaching students due to their needs, difference and back
ground (Douglas, 1985).

Disability to some of students in the class, this kind of students needs special instructions
so that they can understood easily, example a new teacher face difficult on teaching them
since they need specialist who will govern them so that they can understood during the
class subject session, a teacher must get some difficult to handle such situation in the
classroom period, hence a new teacher must find a way that all student may understood
(Douglas, 1985).

Lack of experience with students psychology and development; this factors contribute to
the difficulty for a new teacher in classroom, through poor understanding the physical,
cognitive, social and emotional needs of students at different ages and levels is a crucial
skills for effective teaching. Also teacher may struggle to understand the issues like peer
pressure and hormonal changes. For example, a secondary teacher may struggle to
understand the general behavior of their students within the class, this results difficult for
a teacher to generate good relationships and facilitate productivity learning process,
because students may show poor collaboration in classrooms such as lack of attention to
attempt questions provided (Douglas, 1985).

Diverse learning styles and abilities of every students in classroom. Learning is the
process of acquiring knowledge from different sources; teaching style and abilities of
students to capture materials may hinder learning process, a new teacher has not a good
teaching skills regardless the abilities of the students. The abilities of the students to
capture materials are different from each other, some use long time for a topic to steak’s
on the brain whereas other are fast learner.

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For example mostly teacher’s prefer using high speed teaching methods that affect the
students with slower learning process and benefit that are fast leaner (Williamson
McDiarmid, & Clevenger-Bright, 2008).

Difficulty assessing and addressing learning gaps: Identifying and addressing the specific
learning gaps or misconceptions that individual students have can be very challenging,
especially for new teachers who are still developing their assessment and diagnostic skills.

The complexity and diversity of student needs, characteristics, and differences is a

significant hurdle for many new teachers to overcome. However, with ongoing
professional development, mentorship, and experience in the classroom, beginning
teachers can develop the skills and strategies necessary to effectively meet the diverse
needs of their students (Teachers & Caena, 2011).

classroom management; it can pose some challenges for teacher especially when they
just starting out. For example. in behavioral management, students exhibits different
behavioral such as being attentive and engager or disrupted or off-task, dealing with
behavioral issues particularly in the early stage of-can become a challenge to a new
teacher. (Williamson McDiarmid, & Clevenger-Bright, 2008).

Remembering and forgetting; in a classroom management with a large number of

students it can be difficult for new teacher to remember each student's name, personality,
and individual needs. This can make it challenge to build rapport, provide personalized
support and maintainers classroom management. Also in remembering classroom routine
and procedures, new teachers may struggle to remember all the details of these routines
leading to inconsistent and confusion among students (Teachers & Caena, 2011).

Motivation of students; student may have varying levels of intrinsic motivation and
interesting the subject matter. New teacher may struggle to find effective strategies to
engage and motivate their students leading to potential classroom management issues.

Lack of students motivation can results in disruptive behavior, lack of participation and
overall challenges in maintaining a productive learning environment.

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Also balancing positive and appropriate consequences for example classroom
management require a balance between positive reinforcement and appropriate
consequences for undesirable behaviors ,new teachers may struggle to find the right
balance , potentially leading to inconsistent in their approach or over reliance on
negative consequences (Teachers & Caena, 2011).

Readiness and maturation; Readiness refers to the stage of being prepared to engage in
a specific learning activities it include cognitive, emotional, social and physical aspect.
While Maturation refers to the process of development in which an individual progresses
through various stages of growth, readiness and maturation leads teaching to be difficult
and complex as follows; differentiated instruction teacher need to design lesson that can
be modified for different readiness level and maturity stage, which requires understanding
of each student needs and ability to create flexible lesson plans. (Douglas, 1985).

Social and physical environment; environmental factors and social factors makes the
work of teacher to be difficult and complex as follow; negative response and behavior of
students leads to increases stress to teachers, For instance most of students engages in
peer groups such as love affairs whether at school, not attending in class session, lack of
cooperation and collegial support among of students also affect teacher’s isolation and
reduce job satisfaction. Also poor parental care van create additional stress and hinder
students’ progress of their studies neatly administrative support. Poor leadership and lack
of support can lead to confusion, frustration and lack of necessary resources (Douglas,
1985).

In conclusion teachers must understand the needs of their students so as to ensure

successful of the individual ones in the class, example the teacher must understand the
historical background of the student, example some students are from rich family and
other from poor family, hence as a teacher must be able to handle all student without
judging and considering their economic status differences so as to avoid existence of
classes in the class which may create class boundaries that will affect teaching and
learning process in the class, therefore a teacher should have experience on teaching so
as to easier learning in the class.

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 REFERENCES
Brooks, Douglas M. (1985). "The Teacher's Communicative Competence: The First Day
of School". Theory into Practice

Burger, C. (2022). "School bullying is not a conflict: The interplay between conflict
management styles, bullying victimization and psychological school adjustment"

Teachers, F & Caena, (2011). 'Literature review: Teachers' core competences:

requirements and development' accessed January 2017

Teachers Matter: Attracting, Developing and Retaining Effective Teachers', 2005, Paris:
OECD publications

Teaching Patterns: a Pattern Language for Improving the Quality of Instruction in Higher
Education Settings by Daren Olson. Page 96

Williamson McDiarmid, G. & Clevenger-Bright M. (2008), 'Rethinking Teacher Capacity',

in Cochran-Smith, M., Feiman-Nemser, S. & Mc Intyre, D. (Eds.):