MAKE LEARNING –A PLEASURE -3

MAKE LEARNING –A PLEASURE -3    

In the previous step…..

Usually, it goes by the nomenclature ’paraphrasing’.   Any idea can be paraphrased, as to make it simpler for more persons to understand.   It means that, more students ‘catch up’ with the teacher and avoid getting digressed. This way the teacher wins more minds by striving to reach them. [Mind you, it is a mind game!]

Paraphrasing is an ideal tool to reach more recipients. Paraphrasing helps to reorganize a statement, making it simple. A simpler version appears to help many recipients for comprehending an idea.

So, every time paraphrasing is employed, more students find it easier to follow. Obviously, paraphrasing can be comfortably adopted only if and when a teacher has good control over his/her language. Consequently, a teacher ought to develop a serious interest in communication nuances. 

Any high profile knowledge would be of no avail, if a teacher chooses to be contented with just basic skills of communication.  For the sake of providing clear information, it is desirable to improve one’s skills of presentation, using different approaches to a theme.

It is like reaching a destination availing of different paths. The innate advantage of looking for alternative expressions lies in its looks of freshness in place of dull monotony. Oft repeated terms/ statements appear stale and irritating. A teacher can ill-afford the tag of mundane monotony bereft of freshness.

By choosing to switch styles of expression, the teacher looks both vibrant and relevant besides appearing a willing explorer. By showing keenness to ‘reach’ minds, a teacher declares his intent of staying purposeful. Personnel who are not armed with skills of alternative approaches in delivering the content try to indict efforts by the willing clan –as imposing undue pressure on wards to learn.

 Honestly, the ones who have precious little to offer as teachers are the ones inflicting incalculable damage to the learner minds in their formative stages.  Such inadequate personnel tend to buy peace with students by offering marks disproportionate to performance.

The assumption is, wards are happy with high rewards; does it contribute an iota of ‘improvement’ for the learner? Sadly, it destroys the need and spirit to exert further, as the learner is held in dark illusion of ability to score.

This is the very basis on which at higher studies boys and girls get suffocated to score the essential minimum to reach the next higher level.   This is one of the reasons why, education experts advise students and parents to seek methods of comprehension over that of unrealistic scores.

It boils down to the idea that understanding shall be the basis of knowledge building and not mustering high scores by practices of rote-learning.

To continue…