Much as it looks discourteous to punish the students early in the morning for not having done their work, it goes in as much to bring them face-to-face with the fact that unless they are punished they don’t know how ignorant they had had been in valuing their selves.
I am talking of a bunch of students here, who do not know the proper method of studying. They study for the sake of studying. Lack of understanding goes deeper into eating into their patience and they resort to using unpleasant words, and gestures making teachers feel uncomfortable. What is particularly disturbing, is, the understanding of the same. Do you think that a good teacher can bear that?
The EduComp is a blessed figment of science and has done a lot good in putting into practice the brains of esteemed teachers and scholars. It has given, colour movement, space, not only for the kids but also for the teachers. The teacher not only gets an aid that makes learning fun but also feels at rest, relaxed from having to give another few minutes of loud explanations. It’s like energy restored. It has a large number of items that has, for the teacher, enhanced teaching learning a lot especially the interactive board. It covers all the subjects and what is particularly interesting is that the English subject can make use of other subjects at the time of teaching language. The various points at which the teacher can allow the students to engage in activities are served by the Educomp.
But does it restrain their writing abilities? With so much to see and learn, visual effects work upon their minds and writing takes a back seat. When it comes to expressions they fumble with words and prefer ‘Googling’ rather than searching in the dictionary. Are teachers to be blamed for taking them away from the usual Reading-Writing pattern? Does it sound like compromising with the teachers’ standards of teaching with the introduction of the Educomp?
The limited text or diction has become the classroom culture because the teacher has not made efforts to use them in the class and that’s what the students follow. If the visual has its effects, the aural too. Should the teachers then resort to machines, CDs and other gadgets apart from Educomp to guide their students and expect students to be more expressive in the process?
The International Curriculum has much to its benefit to accost a student of limited standards. But is that so? It has its own standard reservations for students with a foreign tongue but it also has its measures. Trying out a shy student who is mostly silent, or a student who uses more slangs in his verbal exchanges is not an easy task, so where does the International Curriculum find its passage?
I personally feel, that the government should devise a particular pattern uniform in all schools, whatever Board it may be to see to the proper expression of the subject. The International English Olympiad can make for maximum student participation. But what about organizing mock interviews or Group Discussions? Should it be restricted only to colleges?
Internal and external Verbal exchanges are important and a system should be so devised that the students benefit more and teachers forget to punish them.