TEACHER ORIENTATION -4

TEACHER ORIENTATION -4

Modulation:

Often, modulation renders substantial value to statements through the variation in pitch of words. It is close to body language in the sense that it conveys some sort of emotion through voice. So, even words less understood manage to ‘reach’ by the operative flow. Also, it destroys the element of monotony that goes with poor or inadequate modulation. Further, it serves to raise the level of expectancy among the audience for listening pleasure. Once listening turns pleasant, the listeners anchor on to the speaker. This is the best strategy of reaching the minds.    

Alternative approaches [Paraphrasing]

A common functional error among teachers is the habit of repeating statements all over in an attempt to make everyone understand. It hardly works, because the speaker-listener rapport is highly variable. It means that all do not perceive an idea in the same mode and time, requiring different logistics. So, any repeat of a statement does not cut ice. Making an idea clear involves alternative treatments using different words or alignment of ideas, explaining a concept differently [paraphrasing]. The advantage of this approach lies in its ability of alleviating the risk of monotony in verbatim repeats of words. It lends a variety to the listeners, besides making them aware of the prospects of alternatives. This is the precise link in the T/L ensemble where the teachers learn a nuance or two and students recognize the strategy of teaching.  Alternatives expand the scope of reaching wider sections of the audience faster. Naturally, the gap in the ensemble gets narrowed down bringing mental proximity in T/L.

Strengthening the domains of interaction:

By now, it should be clear that teaching should expand to realms of interactive dialogue. It is suggested as a tool that eliminates the feelings of dilemma / fear among learners. Fear is enemy number 1 for any progress. Also, interaction helps the teacher to spot difficulties among learners in recognizing the language or the subject content. This approach eliminates the tendency of ‘taking for granted’ among T/L. Though looks a difficult proposition to begin with, interaction promotes healthy trends of getting over fear and a logical building up of confidence.

Confidence is a product of familiarity and thoroughness in understanding. Both these genuinely accrue to youngsters if teaching focuses on comprehension.

Comprehension:

Comprehension is a natural derivative of ‘proper learning’. Proper learning rests on grasp of details and their connectivity or their interrelationships. Much of it relates to long term memory. Teachers’ role in orienting the wards to the process of comprehension is paramount. Largely learning is said to be ‘Para conscious’ involving effort [conscious] and spontaneous registration [effortless registration- subconscious]. Teachers must try to avail of the ‘subconscious element’ by providing a steady, well-modulated delivery of ideas that makes entry though both channels of ‘Para conscious’ learning. It is a wonderful gift of nature [memory] that retrieves information from hidden learning, provided the matter has had some registration comprehension. Comprehension has its origin in understanding; Understanding begins from clarity; clarity is drawn from precision of words, their connotations and language traditions. Irrespective of the subject taught, teachers must orient themselves to make the best use of communication strategies in any language. If teachers hesitate to use verbal exposition, students are deprived of the occasion to learn. Invariably confidence comes under shackles if communication skills are deficient or defective. Every subject holds and offers opportunities to communicate; astute teachers do make the best of occasions. Learner-difficulty is no excuse for our not trying out greater verbal power; in fact if students are less comfortable, it is the occasion for us to ‘explore’ such usages more to familiarize them than to baffle with. With repeated exposure to terms /usage young minds develop skill and confidence. Keeping the students shielded from better usages renders them weak and fearful. In the final reckoning they face harsh realities and lose battles for want of communication skills / confidence.

Tuning ‘teaching’:

Teaching is not ‘covering’ the syllabus; it is rather uncovering it. Focus should be on to promote comprehension, dissuading rote-learning and use of pre-framed statements from ‘notes’. Rote learning of ‘notes’ is a disease maturing to a syndrome. It destroys skill and self respect for ever. Relevance of a teacher rests on how well [s]he expounds ideas, explains, interprets, deduces, analyses, draws inference and co-ordinates a range of contiguous fields of knowledge. At the level of graduation, if these tools are put to use, learning throws up entertaining challenge, invites participative approach while eliminating ‘rote culture’. It is definite to help comprehension, confidence and creative thinking- all of which are symbols of true learning. Such graduates do not hesitate to reveal their calibre, for they are sure of their ground and win laurels for their objectivity of approach. Teachers owe a moral obligation to tune learners.

Strengthening the teacher profile:

Teacher profile relates to the way a teacher organizes work to the best advantage of his/her wards. In this effort [s]he takes cognizance of the total receptivity of the class and plans schedules to effectively cater to them. However, [s]he shall not deem it fit to sink to abyss; rather the teacher shall make it appear that the process of grasping a subject is well within the reach of any one by a calculated attempt. In the process, students feel that things are attainably close and strive to make it. It is a sort of a temptation laid open by typical strategies of ‘reaching’ the mind. All the same, the teacher need not rivet self or subject at that level. [S]he can gently elevate it to higher realms such that students unconsciously achieve the ever-expanding requirements. Such teachers target the feature of comprehension and enjoy high profile of competence. Teacher competence is a virtue that renders assurance to students of their academic progression. After all, promising teachers are the most sought after in all institutions to carry the crusade through. This is another instance of ‘teacher image’ holding the key to success. Certainly, there are other attributes that determine the ‘image of utility’. These relate to class-room efficacy. Class-room efficacy is the lone parameter on which any teacher is assessed by wards for his /her calibre in teaching.                                  To Continue