MED838

Q1: Can a teacher of lower IQ teach a student of higher IQ?

A1: Yes. Can teach.

Yes. A teacher of lower IQ would be more knowledgeable and experienced in the subject matter. A student of higher IQ can be one that is not motivated, and thus would not be willing to learn. With experience, a teacher would have come across many questions and problems in the subject matter mang times and be able to answer them with ease. A student with higher IQ may be motivated to learn, but it would take time to for the student to build up the skills and wisdom. Over time, and given that the student has the time to dwell in the subject discipline to acquire ennough depth and breadth, then the teacher can no longer teach the student of higher IQ.

A teacher of lower IQ has knowledge and experience but if the student of higher IQ lacks the motivation to learn, then the teacher can teach and should motivate the student to surpass the teacher.

Q2: How is Motivation, Volition and Instruction related?

A2: Motivation is the intention. Volition is the action. Instruction is to equip the student with the skills to carry out the task. Teachers must get students to "want" to learn but if their spirits are strong (highly motivated) but their flesh is weak (low volition: lazy, procrastinate, not self-disciplined), then nothing gets done. If students are motivated and rallying to go, but do not possess the necessary skills, then nothing gets done well. So teachers must ensure learning takes place so that students have the necessary skills and work on their motivation and volition.


Volition or will is the cognitive process by which an individual decides on and commits to a particular course of action. It is defined as purposive striving, and is one of the primary human psychological functions (the others being affection [affect or feeling], motivation [goals and expectations] and cognition [thinking]). Volitional processes can be applied consciously, and they can be automatized as habits over time. Most modern conceptions of volition address it as a process of action control that becomes automatized (see e.g., Heckhausen and Kuhl; Gollwitzer; Corno and Kanfer).

Source: http://en.wikipedia.org/wiki/Volition_(psychology)



Q3: What are Brainwaves?

A3: When one is intrinsically motivated and get the joy of the doing the task, then all three aspects are present -- motivation, volition and skills from instruction. Such a case could bring one into the alpha stage. A great teacher can get into this zone as the class switches from one learning task to another like clockwork, or engages in a task so intensely.