MAKE LEARNING –A PLEASURE -4
Any special activity like sewing, painting, acting, driving, carpentry turns pleasurable if the learner enjoys going through the rigours of practising it. How would a learner enjoy a thing?
If the learner enjoys the nuances of an art, [s]he readily drowns self in the thrill of making something. Enjoying something during learning is an enduring mechanism that can confer both skill and dexterity to the learner.
A
logical corollary would be – why a learner feels joy? There are a minimum of
two possible answers. 1 the learner is dedicated to learn 2 the trainer makes
it simple for a learner. Together the two work in unison leading to quicker
grasp and a tendency to explore further.
It should now be possible for us to identify the trigger[s] behind the
pleasure of learning.
Per se in an academic exercise of learning, joy is a natural derivative of clear understanding.
Americans suggest
‘terminological inexactitude’ to imply use of improper terms that tend to
confuse the learner. So, it is the duty of every teacher to ensure use of right
terms in right place and to clarify their meaning on the very first occasion.
If done so, learners stay alert as to receive the terms and their relevance for
a context. If this culture is adopted by teachers, wards would ably adapt to
the needs of a knowledge territory without a semblance of confusion.
It ought to be a basic practice across all sessions of learning, such that the wards should feel ‘the new is yet to come’.
Essentially the wards
learn as the teacher presents the idea- meaning that the two acts of
teaching/learning occur together just in a lag of a few seconds. That is
hallmark of quality teaching and why should there be a state of hesitancy or
confusion among wards had things been taught the right way in the first place?
Making learning –a pleasure is just within human skill and desire if the
stakeholders are determined to serve their ends in right earnest.
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