The following information is published with ROUNDALAB's permission from the ROUNDALAB Reference Manual compiled by Richard & Jo Ann Lawson, 1987.

Psychologically Speaking

Harmon & Betty Jorritsma

When placed in the role of teacher one is charged with setting the stage, so to speak, for mental as well as physical achievement. From the time the teacher enters the arena until he leaves his every act and word are being analyzed by those with whom he is attempting to communicate. Because of this, it is necessary to comprehend the various aspects of "teaching" as the term is used in education.

One aspect of the education field is the psychological process of learning. By this we mean everything except the actual performance of a routine or maneuver. It is necessary to actively engage the students' minds in the process of learning. The desire is there or the body wouldn't be. The teacher has the ability and drive, therefore he is present. So how does the actual performance come about? Through a series of psychological or mental exercises.

Let's think for a moment about a simple handshake — the warmth, the flow of energy, the expression of friendship — these are all intangibles not written into any course of study but just as important as any aspect of learning. How many of us have heard or have been guilty of saying "Now, this is the hard part"? Immediately we place the learner on the defensive. Why not say something like "you'll really like this part, it's different." What we actually wish to accomplish is getting special attention to a certain maneuver. The first statement puts the learner on the defensive - the second opens his mind to human anticipation of a reward. In short, our learner could have a cooperative, open attitude or a defensive closed attitude, depending upon the teacher's introduction of the material.

It is necessary in the psychological process of educating that we avoid the negative at all times. Effort, as physical energy, is strongly affected by attitude. It is easy for the student to become an early dropout when constantly confronted with unnecessary mental or physical drain. It doesn't require a trained psychologist to understand this theory. Everyone practices psychology all the time, sometimes for good sometimes for bad. However, the teacher, as a professional, must learn and condition himself to organize and plan effectively in order to apply psychology at the appropriate time.

Let's explore a simply, intangible example of psychological power in leadership — the smile. The smile is a personality trait possessed by everyone and used effectively by many. A smile coupled with hard work and determination is bound to produce a degree of success for the teacher as well as the dancer. When combined with psychology the smile will produce a winner every time. How many salesman do you suppose are successful because of a friendly smile? Just as actors, politicians, ministers, lawyers, doctors and other professionals use the smile to set the client at ease, the teacher should project a pleasant image to help achieve his goals. If we can train ourselves to permit the beauty within us to flow out to others through kindness and consideration, half the job of teaching is complete - we only need a reasonable degree of mechanical competency in our field then to get started.

It is only normal to expect a real teacher to be a combination person. A real teacher is not just a teller or doer, he exemplifies the combination of personality, awareness, mechanical ability and psychology to the learner. Many persons are competent dancers but it takes a real, fully dedicated and able person to be a teacher. Therefore, when one enters the arena as a teacher, he must be prepared to like what he is doing and exercise psychology, patience and understanding along with a pleasant personality. Whatever we do we must understand the power of psychology and learn to apply it.

Roundalab Journal, February, 1983