Evaluating Socio Psychological and Socio Economic Factors: Enhancing Teaching Quality and Efficiency through Facilitating Techniques and Environments

This survey is partly derived from a questionnaire based approach used by PISA (Program for International Students Assessment) : a program which “assesses the extent to which 15 year old students, near the end of their compulsory education, have acquired key knowledge and skills, which are essential for full participation in modern societies.”(see OECD, 2018. “PISA 2015 Results in Focus”). As well as evaluating and assessing students, teachers perceptions of humour and playfulness, and the roles of these concepts within the classroom environment: particularly as facilitating tools for easing stress, improving relationships within the school environment: as opposed to obstructing and hindering tools to learning, This survey will aim to identify challenges to the facilitation of effective teaching techniques and practices within the school environment. As highlighted through the literature relating to the topic on adaptive coping strategies, and positive psychology the concepts of humour and play can apply, as well as be interpreted broadly. Hence the differences in interpretation, the boundaries within which they can and should be used, should also be defined. However, given specific and differing relationships – as well as the need to consider individual backgrounds and social, cultural contexts, a general interpretation cannot be applied across all levels. The need for equity in applying rules generally to students will require a degree of flexibility depending on the stress levels applicable to individual students: based on the family backgrounds, pressures faced at school – as well as at home. Whilst some students face little or no pressures from home: inclusive of pressures to perform well in their exams, some may face additional financial, social – as well as pressures of adapting to the school environment: for various reasons and based on personal and family backgrounds. It’s important for teachers to be aware of pressures that individual students may be facing and incorporate such vital knowledge in helping and explaining why humour and stress coping strategies need to be embraced: particularly where the student approaches the teacher directly or indirectly for “help”. In other situations, the teacher should be able to discern within the reasonable boundaries to accommodate humor and play and what balance is to be struck in incorporating humor into the classroom environment: as opposed to activities and tasks that place students under undue and excessive pressures.