LEARNING : STRATEGIES

 

LEARNING:   STRATEGIES

I make it clear that the topic is not a repeat of the already posted item. Demands of the contents impose retention of the topic title “Learning” though the information concentrates on Strategies thereof.

PREAMBLE

Learning is a continual, progressive effort with diverse options. However, it is a kind of telescopic extension narrowing down on to an item of specific interest. Therefore, the success of progression depends on the strength of the knowledge on the basics. Thus, learning requires careful building up of skills and perfect understanding. Per se ‘understanding’ is a product that emerges from systematic augmentation of varied dimensions of any information. It requires processing of data and logical deduction. Until understanding is achieved, learning appears taxing, cumbersome and burdening to the learner. ‘Understanding’ holds the key to effective learning; it rests on clarity.

LEARNING / TEACHING

L /T are intertwined and mutually inclusive. The two [L / T] repeat in a cycle that ‘which leads what’ is a moot question. Broadly, there is no teaching without learning and vice-versa. The two events occur in tandem. In plain terms, the teacher is a learner and the learner is a teacher; they acquire the skills essential for their respective activity from mutual interaction.

INTERACTION – A MIND GAME

True efforts to L/T need skillful interaction. Without interaction, class-room exercises become ritualistic. Making the effort effective requires participation; lest it should fade into an insipid monologue. So, a learner has to be participative. Participation leads to enthusiasm. Enthusiasm is a step to happiness. Things learnt with happy mind register themselves better than those forcibly memorized. LEARNING SHOULD NEVER TAX ONE’S MEMORY.   So, the game begins with a series of prerequisites. Understanding accrues from grasp, grasp comes from clarity, clarity is strengthened by clear perception of constituent details. Failure in any facet [suggested above] ruins the happiness of learning; it destroys the interest for learning. All these are important feelings from mind. To succeed in this mind game, the learner and the teacher should keenly mind the game.  Interactive approach eases pressure and foists a congenial setting for learning and teaching.

WHERE TO BEGIN LEARNING FROM?

Every effort has to begin from learning the basics. Rudiments of subjects are like ‘alphabets’ to a language; the links between varied pieces of information get determined by ‘operative law –the grammar’ of any subject. Grammar is the strength of communication; it precludes the scope of ambiguity by its rigid stipulations. Learning the basics /grammar for a subject offers the best base on which the edifice of knowledge stands. Well-founded ideas of basics /grammar last life-long and can help adding any volume of knowledge through one’s life. Poor knowledge of basics is a strong disincentive to higher learning. It is never too late to ‘recast’ knowledge of the basics, if one prefers to shape the personality of self. Setting the basics right, rapidly enhances the spirit of ‘fearless learning’. Fear and learning are mutual antagonists. So, teaching must orient itself to eradication of fear, while learning must attempt to recognize the complete details of any information as a mechanism of alleviating fear. Fear has its roots in ‘doubt’. Doubt is the undoubted source of fear in learners’ minds. Kill fear before fear kills you. Some steps can help to organize our strategies of learning. Acquiring such skills shall be the immediate interest for anyone who wishes to progress smooth and high in life.              

VITAL GADGETS FOR LEARNING

Learning subjects/ languages requires authentic references; following some hearsay practices does not help authentic acquisition of knowledge. In fact, learning from hearsay has brought about defective usages which fail to convince the knowledgeable audience.

Usages- temperavary, assault, balruss, overoil, coacher, checker are instances of shabby training in handling language.

 Let us be clear that the malady is not peculiar to our handling of English. Even more alarming are some of our utterances in our mother tongue. These are largely traceable to our casual approach to communication. Rectifying these mistakes can be done by using authentic Dictionaries in THE RESPECTIVE LANGUAGE.  Also, usages must be learnt for appropriate application in spoken or written form. For subjects like History, Geography and Political sciences, Atlas, Maps etc. are essential. Special reference materials, CDs and internet help proper learning. Also, these can be repeatedly used for better familiarity of the subject matter.

 

SPELLING and SYNTAX

Proper spelling of words is the first feature of appropriate learning. Spellings should not be inferred from   the phonetic feature of words [eg. island, rendezvous, Superintendent, debris, robot]. They should be learnt the right way and practised until they are fully learnt. Syntax is the arrangement of words in a sequence for sentence making. The culture of a language should be respected while writing in that language. With English, the difficulty is more pronounced, as there are versions- British / American. At times, usages may differ too. So, learning the way the natives use a language is better. It confers greater authenticity and acceptance on to our expressions among those native speakers. Unavoidably, the features of one’s mother tongue may creep in while speaking in an alien tongue. It can be overcome by adopting curt styles of speech typical to that language. Much can be learned from keen observation.

 

OBSERVATION - A SILENT EDUCATOR

Education is not a mere ability for reproduction of statements. It is an act of knowledge-building by adopting methods of acquisition and improvement. Knowledge is a product. It has to be ‘developed’ by assembling innumerable pieces of information. While assembling them, a complete idea emerges from a coordination of fine details. Only if well understood, knowledge accrues and gets integrated to the mind. Such ideas are not forgotten; instead, the idea works in the mind of the learner and progresses towards conceptualization. The process of conceptualization begins from ‘application of Knowledge’. A lot can be learned by observation of happenings around. There is no limit to the sources of learning. Some are formal systems like classrooms while there are many other non-formal and informal occasions in all public places. While formal situations go by prescribed steps, the others provide occasions to learn. If we cultivate the habit of ‘observing around’, learning becomes simple, rapid and enjoyable.

To continue                                                                                   K. Raman