MAKE LEARNING –A PLEASURE

 MAKE LEARNING –A PLEASURE                 

It may sound a far cry, for those who have not had the true thrill of learning. What is the ‘thrill’ about learning could be a logical doubt.

The process of learning has dwindled into one of reluctant effort punctuated by boredom and unpleasant taxing of memory. 

In any exercise that fails to convince the mind of the recipient, unpleasant state of mind expands within and it instantly drives the memory to ‘remember’. Any forced memory suffers a taxing effect –no matter how important the topic/item is.

Where does it begin from? Where else   -but from the teacher?

So, making the process of learning pleasant or otherwise largely rests on the teacher.  It is not my effort to portray teacher as the one and only factor of relevance in the process.

If subscribing to the idea is inconvenient, please recall how often excellent teachers made learning both enjoyable and rewarding. 

Had it not been for such personnel, would we ever have had the privilege of delightful sessions of learning, while several other teachers did not manage the royal elegance of brilliant teachers.  

By the same token, teachers who fall short of convincing skills for imparting knowledge ought to shoulder the guilt of inadequacy in teaching.

It thus boils down to the point that teachers can make or mar a session, implying that learning can be made pleasant by some devoted effort.

By devoted effort, it is meant that a definite planned approach to the process of teaching can help to organize ideas, marshaling them in right sequence and the right emphasis leading to ‘organized presentation’.

In the ultimate reckoning a good session of teaching means –well organized presentation. Though compressed as ‘well-organized’, the innate components therein require meticulous assembling and proper alignment for smooth delivery.

How can one go about it –we shall consider them.

To continue….