Nature of the Learning Process
Learning is a goal-directed process, and because learners are constantly changing in behavior, understanding the direction and nature of these changes is central to guidance programs.
Goals in Learning:
Learning should follow an organized sequence, moving from simple to complex concepts.
Teachers set learning objectives before class and communicate expected outcomes to students, including the type of questions or tasks that may arise.
Learning as a Unified Process:
Both intellectual and physical aspects of the learner interact.
Example: Throwing a ball requires logical thinking (anticipating where the ball will go) and motor coordination (moving the body correctly).
Similarly, mastering arithmetic involves memory, speech, and writing skills.
Experience and Learning:
Learning is shaped by each student’s individual experiences, beliefs, and attitudes.
Teachers who accept students as they are and build on their prior experiences follow the best practices of guidance.
Physiological Basis of Learning:
The brain is central to learning, though the exact processes are not fully understood.
Learning difficulties (e.g., dyslexia, slow learning, underachievement) often stem from developmental differences in the brain.
Emotion in Learning:
Emotional states like stress, tension, or pleasure influence learning outcomes.
Teachers play a critical role in creating a positive emotional climate that supports learning.
Learning and Self-Concept:
Students’ goals and the methods they consider acceptable for achieving them shape their learning.
Example: A teenager who highly values owning a car may focus intensely on related activities, even unethically.
According to Rogers, understanding a student’s “internal frame of reference” or self-concept is vital for effective guidance, whether in group instruction or individual counselling.
