According to Nikola Tesla ‘every living being is an engine geared to the wheelwork of the universe and although seemingly only affected by its immediate surroundings, the sphere of external influence extends to infinite distance’. It is thus important to acknowledge that influence plays a pivotal role in the development of human beings. The influence of one being on the other is a crucial aspect in the human sociology. Psychology research has revealed that human beings influence each other on social rather than lone grounds. More to that, the crucial issues that play a pivotal role in influence include leadership, obedience, compatibility, conformity and prejudice (Butler & Mcmanus, 2017).In addition to this, the simple idea of watching someone try to achieve his/her goal can motivate anyone towards a desirable goal (Markman, 2009).this is regardless of the fact that the person watching is an adult or infant. On a personal experience, the person who changed the perspective I had of learning and writing was the class teacher. His influence on me was immense. That stated, the main aim of this essay is to try and uncover some of the characteristics displayed by my class teacher and the tactics he deployed to enable me to achieve the ultimate goal in education which is knowledge.
To begin with, the teacher always strived to show the relevance and purpose of education in our daily needs of human beings. By establishing a purpose for the education, he was able to get more recognition and cooperation from the students. On a further note, the teacher integrated professional teaching with fun. This is a strategy broke the monotony of classroom and to some extent reinvigorated the students, I included. By enabling us as students to engage in fun learning, he was able to persuade us into getting more involved in class work thereby influencing our interest in studies and writing.
Thirdly was the curiosity aspect that the teacher instilled in us. It has been stated that curiosity has always been an important aspect of motivation. The underlying factor is that students will be motivated to read and write more when they face a challenging aspect of education such as a question or a riddle. This idea of triggering curiosity by asking challenging and provocative questions triggered my interest in reading, learning, and writing.
In addition to the above stated, an important aspect of teaching and learning is the establishment of a positive reception from the learner. Obviously stated, any sane human being will be motivated by praise and words of encouragement regardless of the initial results. It is, therefore, worthwhile to note that by blending praise and encouragement, he encouraged me to be self-independent. In fact, this teaching strategy helped in creating a positive aura in the classroom subsequently influencing us into more adoption into reading and writing.
Activities and engagements that can push students into higher thinking tend to have a positive influence on the learner’s perception towards learning and writing. Open ended questions are more compelling to the learner than questions that involve critical thinking. Critical thinking can involve the recall of data, figures and other types of facts and this has been found to be repulsive towards students teaching (Thompson, 2017). It is, therefore, an established fact that by engaging the learners in critical thinking as opposed to class notes, there is more participation in class work and learning. As an active student in a classroom, I was really able to reap the benefits of being continuously involved in questioning which subsequently influenced me to think critically. As a matter of fact, after engagement in this sort of learning, I grew interested in reading and writing.
On another aspect, the idea that a teacher likes a student can be viewed as a negative approach to getting the student involved in class work. Contrary to this, the idea that a student is liked by a teacher plays a big role in influencing the student to work harder. The simple fact that I did not want to fail the teacher simply because of the thought that I mattered played a big role in encouraging me towards reading and writing. I felt more inclined to the class work than if I had thought otherwise. Grouping us was a crucial factor in the development of our educational interest. By being cast in groups the motivation was thrust forth thereby encouraging us to work hard and engage in class activities. More to that, the grouping broke the classroom monotony.
The last, but not least, tactic that the teacher used to influence us into more engagement into class activities was by continuous assessment. Furthermore, he helped us in setting up specific directions and objectives. It was his responsibility to guide us and give specific directions. This had a major impact in boosting my confidence.
To summarize my teacher and the influence he had on me can be an understatement. This is because some people are born naturally with the ability to influence others while others practice the art of influence. It is thus important to state some of the characteristics that my class teacher had enabled him to influence me in the course of my studies. These characteristics included politeness and the ability to listen to my complaints and arguments, a good decisive skill and some sort of charisma that I found very appealing.
On a conclusive remark, the main aspect that enables people to persuade others into taking a certain step or direction is motivation and influence. There are various tactics that can be deployed to influence someone but there are also the characteristics that enable an individual to effectively do this. These tactics and the characteristics that my teacher had persuaded me into reading, learning, and writing.
Butler, G., & Mcmanus, F. (2017). Psychology:A Very Short Introduction.
Markman, A. (2009, Oct 30). Your actions affect what others do.Even when those others are infants. Retrieved from psychology today: actions affect what others do.Even when those others are infants
Thompson, J. G. (2017). Ten principles of motivation. Retrieved from Teaching Comunity: principles of motivation