Teachers

Most of our classrooms are teacher-centred, with one-way communication from

the teacher to pupils. Here is what one needs to do to change it.

Teachers should ensure that their lessons and attitude make students

comfortable

Golden rule: Classes should be interesting

For effective teaching: The great charm of teaching that merges knowledge

and skill is relegated to the background, when examination scores become the

main priority. Some teachers readily recognise this and interact more with

students.

"He who can, does. He who cannot, teaches." This quote is a jibe from George

Bernard Shaw, given by him under the title Maxims for Revolutionists in his

renowned play Man and Superman (1903). At best, it is a censure on

ineffective teachers. It is not a universal truth. Teaching is a noble

profession that moulds the emerging generations.

"The mediocre teacher tells. The good teacher explains. The superior teacher

demonstrates. The great teacher inspires", said William Arthur Ward,

scholar, author, and teacher.

Often conventional teaching in schools and colleges degenerates into

drudgery for the teacher, which in turn becomes drudgery and dull drill for

the pupil. The great charm of teaching that merges knowledge and skill is

relegated to the background, when examination scores become not only the

first priority, but the sole objective.

This is not a new phenomenon. Perhaps when Mark Twain said that he had never

let his schooling to interfere with his education, he had the boredom of

school routine in mind.

A good teacher can make the teaching-learning process an enjoyable

experience, provided he has commitment to the profession. Dedication,

perseverance, and empathy with children are some of the essential traits.

There is a view, "teaching is not a profession; it is a passion".

Even gifted sculptors express their creativity by shaping lifeless blocks of

stone, wood, or metal. But a teacher moulds growing human beings with a

mind, a heart, and a soul. The sacred nature of a teacher's work is obvious.

The central aspect of education is learning. We know that teaching and

learning are two sides of the same coin. There is an enormous volume of

scientific literature bringing out the diverse features of institutionalised

teaching-learning processes. Let us extract from this treasury of knowledge,

principles that are of relevance and immediate application in classroom

teaching. Awareness of the possibilities of fine teaching will enrich

pupils' classroom experience as well.

The ultimate objective of any teaching is effective learning by the pupil.

Strategies for teaching have, therefore, to be designed on the basis of

relevant phases of the internal processes of learning. The phases are:

Getting motivated

Apprehending (the pupil coming face to face with the key points)

Acquisition

Retention (transfer from short-term to long-term memory)

Recall

Generalisation (applying the knowledge gained to new situations)

Performance (the pupil demonstrates through performance)

Feedback

The mental processes are influenced by factors such as the pupil's

questioning ability, and the availability of learning resources including

teacher's guidance. A teacher is an instrument that facilitates, promotes,

hastens, and influences the activities in the internal processes in the

pupil during learning.

When we find that a pupil experiences difficulty in learning a lesson, we

should analyse the reasons behind the difficulty. This can be done

effectively, if we keep in mind the different factors that influence

assimilation.

We should not forget that learning is a complex mental process. Many parents

often accuse their children for their poor scores in the examination,

without caring to appreciate the children's difficulty in assimilating new

ideas. If the parent can show some patience to imagine what feeling he would

have if he is asked to learn quickly a strange language like Korean or

Chinese, he may realise the child's predicament.

Some of the important factors that influence assimilation are the following:

Meaning (Unless the lesson makes sense to the pupil, he may not be able to

learn it easily)

Interest (Pupils should be properly motivated. Suppose a chemistry teacher

intends to teach 'conservation of matter'. Instead of defining the

principle, the teacher may ignite some spirit in a watch glass kept on the

classroom table, show the empty watch glass after the spirit has burnt, and

then ask the pupils how the spirit has disappeared. Slowly, the principle of

'conservation of matter' can be developed by graded questions, and answers

from the pupils. Once curiosity is aroused, pupils will get interested in

the concept. Deeper the pupil's interest in the lesson, better the

retention.)

Depth of impression (This can be improved by vividness in teaching; describe

to generate clear pictures in the mind.)

Association of ideas (Link new knowledge to an old piece of knowledge. Use

good sequence and logical development of the lesson)

Repetition (Not dull repetition, but repetition that offers pleasure or

satisfaction)

Frequency of recall (Use tests or assignments)

Prioritising (forget the unimportant and retain the essentials)

The classroom situation

Most of our classrooms are teacher-centred, with one-way communication from

the teacher to pupils, as in a radio broadcast. One may label it as

authoritarian and directive. Though it may be effective in preparing for a

formal examination, it is desirable that the classroom is made

pupil-centred, at least occasionally.

In a lecture-discussion, the classroom is not totally dominated by the

teacher. Instead, the pupils get opportunities for participation; there is

co-operative striving for a common goal. This situation boosts the

self-confidence of the pupils in facing life's challenges.

The overall style of classroom management should neither be totally

authoritarian or totally permissive. The teacher should strive to strike a

happy balance for ensuring effective learning with pupils' participation.

After all, the larger picture of the college classroom aims at development

of the personality of the pupils.

Some guidelines for effective classroom management are indicated below.

Follow the same rules for all students

Enforce your declared rules consistently

Know the names of students

Be tough in the beginning; may loosen later if all goes well

See that the pupils come prepared (mind and materials)

See that they listen

Use occasional humour. It makes children comfortable

Never insult a pupil in the classroom or elsewhere, whether it is for poor

performance or for other reasons

Do not ignore good performance; do tell them they did well

Submission of assignments on time. Also, return them after correction on

time

Develop good habits like punctuality through your style (be a role model)

Don't allow the tail to wag the dog. But be pragmatic.

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B.S. WARRIER

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Please feel free to pass your comments, feedbacks & new ideas to the below

menntioned contact details.

Email:

saravanan.ramadoss1@gmail.com

saravanan_2008@hotmail.com

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"Love all, trust a few, do wrong to none."

William Shakespeare

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Character can not be developed in ease and quiet. Only through experience of

trial and suffering can the soul be strengthened, ambition inspired, and

success achieved.

Helen Keller