Effective interaction with schoolchildren requires not only teachers’ devotion to their profession but also evaluating a number of aspects that can affect educational activities and involve the target audience in a continuous learning process. In particular, genetic and environmental factors are important criteria that are to be considered when promoting specific teaching methods and practices. An opportunity to offer a student a chance to learn new disciplines may be productive in view of a child’s predisposition to certain sciences.
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However, despite genetic information inherent in birth, teachers should also consider the learning environment in which students grow and develop. For instance, if a schoolchild does not know how to draw, this does not mean that he or she cannot be trained in this skill. A student might like a particular type of activity eventually if comfortable conditions are offered for learning. The task of teachers is to encourage the interest of children and provide them with opportunities to realize skills and innate abilities by combining current attainments with potential achievements.
If students do not adopt learning materials and the fundamentals of the curriculum well, this is a reason for reviewing the current educational regimen. At the same time, due to an individual approach to teaching, adults can evaluate the individual abilities of each child and draw conclusions regarding his or her academic potential.
In this case, neither genetic nor environmental factors may be considered separately since both aspects are inseparable from each other. As a result, teachers can establish a productive educational process by applying the knowledge of the aforementioned factors and providing students with opportunities to develop skills and replenish knowledge in a dynamic educational process.
By giving examples of other situations that allow applying the knowledge of genetic and environmental influences, one can note work with children who demonstrate low academic outcomes. According to the prevailing stereotype, if parents do not have specific creative or technical skills, their child is also not able to achieve high results in such areas due to hereditary predisposition. Nevertheless, as practice shows, children’s mind is flexible and can absorb a large amount of information.
Therefore, it is essential to provide students with an opportunity to be involved in various activities, and a child can determine whether he or she likes a certain hobby or not. This is an example of following an individually oriented approach, and for the development of appropriate skills, a schoolchild should be able to try a certain type of activity. Thus, engagement work is an important aspect of teacher practice.
Finally, teacher competences in the field of genetic and environmental influences may be realized in the context of interacting with students’ parents. Stimulating adults’ interest in increasing the educational motivation of their children can contribute to more successful academic results of students and establishing productive interaction. It is not possible to claim that a child cannot or does not want to engage in a certain type of activity if he or she has never had an opportunity to try.
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Teachers can offer parents useful and convenient resources to stimulate students’ interest in natural or scientific disciplines and help in choosing educational materials. It is crucial to remember that schooling takes only part of a child’s life, and comprehensive assistance in mastering new knowledge may be a driver for successful learning.