What is the first thing that comes into your mind when you think about teaching and learning experiences? It won’t be wrong to say that all of us associate teaching and learning with books and the bookish world without even realising the fact that there is a whole world of knowledge that exists beyond this limited world of books.
The real essence of knowledge is not about memorising extensive formulas and theorems from books and then passing the exams with flying colours based on the ability to shift that bookish knowledge onto a piece of paper. There is a lot beyond this limited approach.
Teaching is confined not just to course books and predetermined syllabus. You don’t have to shift bookish knowledge directly into the young and receptive minds of children and then determine the efficiency of this entire teaching experience based on the ability of children to absorb the knowledge without having a profound insight into the meaning and purpose.
There is a whole lot of world existing outside the bookish world and the essence of teaching is to enable the young and receptive minds of children to explore the realities of our entire being as well as the outside world, learn by experience and to get fully equipped with all the essential skills needed to strive while walking on a pathway they have chosen and quite thoughtfully determined for themselves.
Teaching serves as a blueprint in the entire learning process that helps to guide children in finding out the hidden treasure of knowledge and the ability of thoughtful reasoning. Thus it should be able to guide and enable the children to be successful and lifelong learners.
Generally, there are two distinct approaches towards teaching and learning; Teacher centred approach and Student-centred approach. As the name implies, the Teacher-centred approach provides lesser chances to think out of the book world. The most preferred Student-centred approach involves some new and strategically designed methods to provide knowledge outside of the books, thus develop a better understanding of oneself and the outside world. The teacher still plays a role as a facilitator in this approach but the students are free to assume a more active role in the entire learning process.
The student-centred approach is based on assessing the students with different engaging and knowledgable activities such as participation in group projects, classwork presentations and leading a group of fellow students.
Expeditionary learning is just like a fresh breeze of air when we talk about stepping outside of the bookish world and exploring the outside world in an educating yet entertaining way. Students are encouraged to step out of the classroom and explore the surrounding environment and happening while being a part of the actual world. This is achieved by arranging small recreational and educational trips along with some outdoor activities either alone or sometimes assisted by the innovative modes of technology.
The way your child interacts with others engages in social groups, manages stressful conditions and handles relationships tells a lot about what needs to be taught based solely on observations. The aim here is to enable your watch out for any pitfalls in his way to master his social and personal skills.
One great way of teaching outside books and syllabus is to set a live example in front of your child that may help him learn unconsciously from your experiences and non-verbal cues.
There are certain things that books do not teach. These involve human feelings and emotions like compassion, humility, confidence, affection and manners. When you teach them the virtue of helping others in times of need, make sure you set an example for your child to encourage him to help others in difficult times. Learning to experience is a great way to teach your child some facts that books alone can never teach.
Modern means of technology can also help teach your child the facts and lessons he might not be able to learn from books. Some meaningful cartoons and movies might help your child efficiently and engagingly.
Children should be provided with every freedom and opportunity to broaden their experiences so that when they step out in the practical world, they are already aware of the consequences and possible outcomes of a certain action.
‘’To dream is to believe’’. It is acceptable if your child believes in dreaming a little too big. Do not be scared if your child prefers to stay in his imaginary world for a little too long. Bookish facts and realities are sometimes too boring to even provoke their young and zestful minds.
It should be kept in mind that the ultimate goal of the entire teaching process is to evolve your child into an efficient problem solver, reasonable thinker, great communicator, and wholesome individual. It is done in a way that when he encounters a problem in his life, he should be able to interpret, investigate, analyze the information derived from the investigation and formulate one or more alternatives for that problem. These are the things that books alone can never teach and thus there’s a need to come out of the bookish world and explore the realities of life through the experiences of their own or others.
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