Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students (Australian Professional Standards for Teachers)


Standard 1 Know Students and how they Learn – 1.1 Physical, Social and Intellectual Development and Characteristics of Students

Student’s Name


Institutional Affiliations






Standard 1 Know Students and how they Learn – 1.1 Physical, Social and Intellectual Development and Characteristics of Students

In few words,pedagogy can be defined as the practice of teaching. It is a discipline that deals with the best way of administering education. Teaching does not involve making the students listen to the teacher during the teaching with stories that are out of topic or jokes. Many people use this tactic, but it is the act of connecting the students with the study itself. This method ensures that they get to understand and learn everything they have taught and also involve activities related to the topic which will help to make the students be able to comprehend the learning genuinely (McWilliam & Dawson, 2008). With this, all the teachings will be well understood and will be more realistic and practical to the students, unlike the other times where it is theoretical only (Aitchison, Kamler & Lee, 2010).

Pedagogical practice in Australia

In Australia, there are many requirements in which one has to meet the minimum to be said to be fit for pathology. According to the ministers of education, teachers should have full registration for them to qualify. In this, all the teachers are required to meet the standards at the skilled career stage. According to the Standard 1.1 of the Australian pedagogy, at the graduate level, there are lists of things that happen to affect the learning process (Gannon, 2012).

  • Physical
  • Social and intellectual development
  • Characteristics of a student


Physical appearance refers to the outlay of how something practically looks. The image that everyone gets at first look is the physical appearance. Physical appearance is one thing that brings an impact to the society and every other situation in general. When one gives a cruel facial look, people will possibly refer them to as a thief since this look is known as thieves (Semiz, 2011). Like any other situation, the physical attribute is also a specification of the essence to consider when it comes to teaching. How a teacher will appear to look to the student will determine their perspective towards him, and hence this will affect the way they handle the subject that they happen to be feeling (Semiz, 2011). If a teacher is an ever-dangerous person who does not even smile to the students, definitely the students will view him/her as a mean person, and so they will be instilled with a feeling of fear which will in a great way affect the learning.

Social and intellectual development

In the context of the situation, we can define “social” as the surrounding of the students and how they are related to it. Social livelihood is the way of their life and anything that goes against what they believe hence deemed as a taboo and not acceptable. For this reason, a teacher must in all ways be able to fit into the society and not in a way that they defy the way of life as insinuated by the given society (Gannon, 2012). If a teacher is not able to fit in, then they will not be able to follow up and practically be involved in the teaching since it will be difficult to follow the steps of that does against to what they believe. In other situations, a teacher not doing according to what they believe is not the problem but him/her doing against what they believe because it apparently shows him/her to be an enemy of the sort (Power, 2010). Development socially and intellectually is one of the things that a student should develop in every teaching that will help them in life hence a teacher should be able to instill the students with the necessary skills to foster their understanding.

Characteristics of a student

Basing on pedagogy, the features of a student are merely those that affect the learning of the student. The learning traits of the student could be slow, medium or even quick which in fact dictates the understanding of the student. Other characteristics that happen to define students are; the discipline of the student, if the student is hardworking or not and how he/she reacts to every situation e.g. if a job is tough and they would proceed to tackle it or will it mean that they will lose hope. All this and many others determines how the student will behave meaning that it will affect how they learn (So & Kim, 2009). It is wrong to conclude that a poor disciplined student does not perform or a sharp student is well disciplined since the conclusion is not just. However, the statement can be truthful in some instances since this factors seem to be related (Laird, Shoup, Kuh & Schwarz, 2008)).


Challenges faced in working to achieve Standard  1.1

In each and every part there were challenges faced. These challenges were and are usually difficult to eliminate but anyway they are taken as assumptions in some other cases but at times they are also considered and analyse to help come up with a genuine research.

In physical there was a case of pretending (Aitchison & Lee, 2006). In here, both the teachers and the students could prtend and this definitely gave preasing answers that were not real. For instance, a teacher would pretend to be very friendly with the students and furthermore involve them in the study just because there was observation being taken. Throught observation a conclusion would then be drawn that theclass was held in a good manner as required.

In the interectual and development the challenge was that it was very difficlt to base intellectuality and development. Knowoing what basis to use in intellectual and development was difficult since in some instances it seemed to vsry from one lerning session to another. There was also a difference in culture and society which in return was difficult to study and relate to the stated factors.

Perceiving and understanding a student is a difficult task basically because it calls for critical observation and time. Time factor is always a limited resource during research and so it was tough to get to observe a student and come up with a characteristic basis and also list the students as per their characteristics (Aitchison & Lee, 2006). Trying to use records and performance to come up with the characteristics of a students is less than enough since it does not give all the required information.


In conclusion, the learning seem to be very wanting in basis of making the class lively. Making the class lively will help make students understand and learn and remember. This fact has really affected the learning to an extent that students have percieved that learning is only for the purpose of passing exams. This perception has also led to cramming so that they can only pass their exams which has apparently turned the lerning intitutions to cramming scools.

The following steps will assist teachers to make the students all rounded (fullers):

  1. Understand fully what you are teching and all it entails – inside out.
  2. Set goals on what is to be acheved at end to be a guideline.
  3. Know the students, that is, their strengths and weakmess.
  4. Ultimately involve students in the lessons in all possible ways.
  5. Run general tests after teaching to make them uderstand better and test their understanding.


Aitchison, C., Kamler, B., & Lee, A. (Eds.). (2010). Publishing pedagogies for the doctorate and beyond. Routledge.

Aitchison, C., & Lee, A. (2006). Research writing: Problems and pedagogies. Teaching in Higher Education, 11(3), 265-278.

Gannon, S. (2012). Changing lives and standardizing teachers: The possibilities and limits of professional standards. English Teaching, 11(3), 59.

Laird, T. F. N., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469-494.

McWilliam, E., & Dawson, S. (2008). Teaching for creativity: Towards sustainable and replicable pedagogical practice. Higher Education, 56(6), 633-643.

Power, A. (2010). Community engagement as authentic learning with reflection. Issues in Educational Research, 20(1), 57-63.

Semiz, K. (2011). Pre-Service Physical Education Teachers’technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy And Instructional Technology Outcome Expectations (Doctoral Dissertation, Middle East Technical University).





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