Psychological side of teaching, learning
Tshwarelo Hosia | Monday February 9, 2026 09:52
A teacher’s mastery of content and ability to rise to the challenge to deliver content in a scintillating, engaging and thought-provoking fashion should have a profound impact on student learning outcomes. There is, undeniably, a correlation between the quality of pedagogy and improved educational outcomes. Subjected to a robust instructional regimen, students are bound to accomplish impressive educational outcomes. However, there are also mind games, often underrated, that play a catalytic role in the teaching and learning process. Getting it right in the classroom teaching theatre begins with successfully mastering small stuff, such as the creation of positive vibes. Teachers and students should connect. Although pedagogical proficiency is the undisputed game changer in the instructional room, it cannot, in and of itself, accomplish everything. It is an essential cog in the teaching and learning process, but not everything. The power that psychology plays in influencing student learning outcomes is beyond dispute. The telling effect of perceptions and appearances on educational outcomes is indisputable. Teachers should invest in this hidden catalyst of education.
The role of teachers in creating positive vibes, making students feel good about themselves, cannot be overemphasised. Teachers have a duty to set the right tone, especially on their first contact with students. First impressions have an enduring and everlasting impact on students.
Teachers should look good and sharp not only in pedagogy but also appearances. It must be stated, nonetheless, that there is no proven research on the correlation between appearances and pedagogy. Executive appearances are a bonus, adding flair. Perceptions sometimes matter more than reality. In schools where there are elective subjects, attractions and appearances could influence the choice of subjects and the extent to which students invest in those subjects. Executive looking appearances, attractiveness and neatness can be perceived by students as synonymous with effective pedagogical experience, efficiency, integrity and professionalism.
Students tend to apply themselves wholeheartedly if they have positive impressions and perceptions about their teachers in particular and the school in general. This is not, however, to suggest that appearances alone can guarantee improved learning outcomes. What a teacher says and does on day one with students can have a huge impact on student learning outcomes. Let’s begin with a no-go area. When desiring to put psychological games to good effect, teachers should never express any doubt about the capability of any student.
Expression of doubt is tantamount to writing a suicidal note. Expression of confidence in students should apply to all students regardless of their academic credentials from previous schools. Past mistakes and imperfections should never cloud both the present and the future. Starting with a low grade at the primary school level should not seal the fate of any student. What appeared to be a failure at some stage of the student’s educational journey should be treated as an accidental mishap that should have been avoided if the right interventions had been made.
The principal duty of a teacher is to instil positive energy, high expectations, and confidence in students. This is a masterstroke; a major psychological boost. Talk of the power of self-fulfilling prophecy! A self-fulfilling prophecy is a situation where expectations and a positive statement of intent translate to actual performance of students.
When teachers feel confident about students, they subject them to robust and challenging learning tasks. The taxing assignments encourage students to move out of their comfort zone and unleash their best selves. Positive feedback from their teachers encourages students to flourish even when working under duress. It is always important to celebrate and reward small student achievements. Building students it was proficiency is a journey full of challenges, which could only be overcome by a collaborative ecosystem between the students and teachers in the classroom space.