LA DOBLE CODIFICACIÓN

Each learner has got his or her different approach to open to learning. However, some approaches can apply to a whole group and encourage learners to accomplish their goal (Papaioannou, 2016). Some of the psychological factors playing a significant role in an adult learning environment, as outlined by Papaioannou (2016) are as follows:

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2.9.1 TRUST

Trust is seen as a moderator of a positive association between the teacher and the class. It also creates a good rapport between the teacher and the learners who may come to education with certain fixed ideas and suspicions. To gain the leaners trust, a trainer must be sincere determined and collaborate with learners based on a teaching-learning contract. This means that an educator should be knowledgeable regarding different approaches to learning so that he can apply them well to gain the confidence and trust of the audience. Once the learners develop trust in the facilitator, they are more likely to develop an interest in what is being presented, and they become motivated to learn.

2.9.2 GROUP DYNAMICS AND TEAMWORK

The trainer should use groups for short and mid-term projects in the class, during feedback the teacher can use the results of the projects to praise learner’s efforts to enhance confidence sending a direct signal that teamwork is valued. The trainers at Hammanskraal academy have been trained in Education Training and Development Practices, they have knowledge and understanding of group dynamics, and they understand the importance of teamwork. They are also equipped with facilitation of learning skills which makes them equal to their task.

2.9.3 LEARNING ENVIRONMENT

Learners can be affected positively or negatively by the way the setting has been arranged or decorated, by the distance between the learner and other learners and the distance between the learner and the teacher. A friendly and accessible atmosphere can sometimes gain them by 50% to be open to learning. The environment in the classes at the academy is conducive for learning. The classes have air conditioners to condition the air during unfavourable weather conditions. Classes are fitted with overhead projectors, and the number of learners in one class does not normally exceed 30 per class.

The environment outside the classroom inside the academy is not so friendly to the learners. There is some form of militaristic approach to discipline in the academy. Learners are expected to be in police uniform every day in class, and the police shoes and boots are not very comfortable, which may be a bit of a challenge to the learners.

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The learners are expected to move from one point to the other in a platoon formation unless one must quickly get something where he or she is the only person who must go to that point then he or she must run, which is not so favourable especially during summer when the temperatures are high. They are not allowed to have visitors in the academy at all. Male learners are not allowed to visit their female dormitories and vice versa. Learners are not allowed to enter or leave the academy after 20:00 hours.

2.9.4 GUIDANCE

Learners need guidance during the presentation and the post-presentation phases of the new teaching material. Guided learners develop a sense of security and are more confident in their approach to learning. Most of the trainers in the academy have been trainers for a long time they understand their material well. They should be able to guide the learners, especially during preparation for the assessments. The newly appointed trainers also get assistance from those who have been there for some time those who know what to expect during facilitation and the preparation of the learners for the assessments.

2.9.5 DIVERSITY OF LEARNERS

A trainer of a multi-cultural group should consider the differences of the learners to instruct them adequately. The trainer should acknowledge the difference in culture, ethnicity race language, religion and socio-economic status of the learners and value them and encourage them to function as a team. Self-esteem

In class, the teacher needs to know that he or she is bound to meet good achievers and the learners who do not achieve that well. A teacher must always remember that all learners have their strength, but not all the strengths are visible.

The high achievers may have the following characteristics: intelligence, perseverance, creative thinking, openness to new experience, the desire to learn and drive to excel. On the one hand, the ‘non- achievers may have other strength such as creativity and flexibility, which need to be discovered by the teacher and praised so that the gab in between may be narrowed. The trainers in the academy have been through a programme which prepared them to be able to facilitate learning. This includes equipping with the ability to lift morale and motivate the trainees in class.

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2.9.6 EMOTIONAL FACTOR

Humour is an essential element to approach learners better. A teacher must have humour. People learn better when the teaching material is appropriate to their cognitive level and is presented enjoyably and interestingly. The emotional factor can make them more approachable when they enjoy their task and more open to desire to learn. If a stern facilitator presses them, they are more likely to resist and to be in constant denial. Humorous remarks relaxed atmosphere can gain learner’s attention better than merely applying stern rules. This is very important in any learning environment if learning must take place. The atmosphere needs to be relaxed to accommodate all the learners, including those that are introverts.