THE TEACHER FACTOR FOR STUDENT OVERLOAD

Abstract

Abstract

Teacher’s role in the process of education is of paramount importance, primarily due to the distinctive function that teachers carry out. In this regard, the question whether and to what extent the students will be overburdened in the teaching process, in large scale, depends on the work of the teacher. From didactic and pedagogical point of view, the teacher in his work with students can significantly influence student overload; by increasing the requirements set to students, he increases students’ work and time needed to meet these requirements; or vice versa, by reducing these demands, he reduces this overload to a level below the optimal limit.

Therefore, the teacher is the one being able to shorten or lengthen the subject material that he teaches, and in this manner, he may or may not become a factor that leads up to student overload. If the teacher is creative, if he does not ask for the exact repetition of what was taught, but he pursues creative thinking and comprehension, then he shortens the time and effort that students devote to studying and vice versa. This means that a contemporary teacher should be qualified for a contemporary teaching practice. Accordingly, the extent to which students become overloaded or optimally overloaded in the contemporary teaching depends precisely on that.