The task of educating children is critical for their future well-being, and its complexity in terms of psychology does not allow for neglecting individual characteristics. However, this problem seems common for many institutions since teachers do not have either time or resources to approach each student’s needs on a case-by-case basis. This challenge of the studying process frequently results in learners’ inability to cope with the assignments when their differences are not taken into account. Therefore, teachers should be supported by schools so that they can avoid generalizations and pay particular attention to the psychological characteristics of children to promote academic success.
The first factor which might lead to a failure to ensure that everyone in a classroom is on the same page is introversion or extraversion. It determines the extent to which individuals are willing to collaborate with one another and, consequently, take an active part in group projects. In my experience, this parameter is frequently neglected by educators as they prepare only generalized tasks for studying a certain topic and have no opportunity to monitor everyone’s performance. This issue leads to the desire of those people who are more introverted in nature to shut down from others and avoid interacting for studying purposes. Hence, it is reasonable to suggest that educational institutions should reorganize their curricula in such a manner so that everyone feels included and their needs are respected for better outcomes.
The second psychological factor reflecting the common failure of teachers to guarantee positive results for all students is their type of intelligence. It can be described as visual, linguistic, kinesthetic, and other categories, and the people with apparent preferences of one or another approach to learning materials in the class have different methods. For example, a student with kinesthetic intelligence might struggle with monotonous tasks in the complete absence of movement and succeed in assignments requiring moving around the classroom. In turn, it might be challenging for a visual learner to perceive the information presented in an auditory form. Hence, teachers should develop a variety of tasks so that all students’ specificities are considered.
The third and final aspect of the discussed problem is the varying pace of learning typical for the students. Alongside the above two provisions, it can be critical for the outcomes of the studying process, as its neglect might lead to a complete inability of individuals to manage their efforts. When I was in middle school, the teachers seemed to ignore this factor, and some children were simply giving up on the courses in general. They saw no way to improve the situation on their own, and those who were faster than others were viewed as the smartest people in the classroom. This conduct was inappropriate, and the schools should train their teachers so that they could avoid similar occasions, preventing the academic success of students who do not learn quickly.
In conclusion, present-day educational facilities should encourage their employees to pay particular attention to the psychological differences between their students to guarantee their work efficiency. First, they should distinguish between introverts and extroverts when preparing tasks so that both types feel comfortable when learning. Second, teachers should develop various kinds of assignments with respect to intelligence types. Third, they should take into account the fact that everyone has a learning pace when making judgments. The inclusion of these parameters in the studying process can help them receive better results, and the assistance of schools is critical for it.