Our landscape in imparting knowledge, be it at any level, is changing rapidly and traditional lines are blurring. The idea of learning spaces without classrooms and unconventional teaching approaches are being experimented widely, with a view to incorporate them as the possible ways in future education. Besides the need to work in teams and connect with people from other cultures, students need to learn to read between the lines.
Almost every time I face this challenge in my class--- how to coax or inspire my students to listen so attentively and 'deeply' that they are able to ask 'why'? Of course, there are a few exceptions who look for the reason why a particular process happens in that way in our body (I teach Human Anatomy and Physiology at the undergraduate level), and these are the ones who score very well in the module and of course, are the reason for my continuing to teach even after thirty two years!
Often, it is easier for students to take what is taught in class at face value. To raise challenges and ask questions to know more are seen as taboo and irrelevant by majority of them. This type of attitude results in memory work and regurgitation which is not a surprise, because in order to understand knowledge truly and internalise skills, students need to learn the basis and rationale behind what they are learning. As a result, many times students perform very badly when asked unconventional or application-type of questions though these still belong to the prescribed syllabus.
Students need to be encouraged to be "cheeky" learners, ready to question and challenge, eager to understand the basis behind what is being taught. This will inevitably lead to a teacher levelling up also to ensure that he/she "knows his/her stuff". Essentially, both teacher and student will level up together as co-learners. Based on my teaching experience, it's sheer joy for me to be in a class of inquisitive and enthusiastic students where frequent constructive exchanges happen among us!
The Ministry of Education in Singapore has emphasized that for young people to go further in their chosen careers, classroom learning must be combined with deep skills and on-the-job experience. One of these deep skills is social-emotional processing, which empowers students to understand and manage their emotions, show empathy for others and solve problems constructively. This is lacking in our students.
Making out the meaning of circumstances is not just a cognitive process. It requires an awareness of one's own attitudes and conviction, and also how others are feeling. Students are writing essays lacking conviction, and penning narratives lacking emotion. Our education system needs to put emphasis on helping students find convictions and understand emotions. Essentially, learning to read between the lines is not just about success; it is about finding greater meaning and purpose in life. In the present world, it is becoming imperative to be responsive to the changing needs, and hence hone our social-emotional skills.
Almost every time I face this challenge in my class--- how to coax or inspire my students to listen so attentively and 'deeply' that they are able to ask 'why'? Of course, there are a few exceptions who look for the reason why a particular process happens in that way in our body (I teach Human Anatomy and Physiology at the undergraduate level), and these are the ones who score very well in the module and of course, are the reason for my continuing to teach even after thirty two years!
Often, it is easier for students to take what is taught in class at face value. To raise challenges and ask questions to know more are seen as taboo and irrelevant by majority of them. This type of attitude results in memory work and regurgitation which is not a surprise, because in order to understand knowledge truly and internalise skills, students need to learn the basis and rationale behind what they are learning. As a result, many times students perform very badly when asked unconventional or application-type of questions though these still belong to the prescribed syllabus.
Students need to be encouraged to be "cheeky" learners, ready to question and challenge, eager to understand the basis behind what is being taught. This will inevitably lead to a teacher levelling up also to ensure that he/she "knows his/her stuff". Essentially, both teacher and student will level up together as co-learners. Based on my teaching experience, it's sheer joy for me to be in a class of inquisitive and enthusiastic students where frequent constructive exchanges happen among us!
The Ministry of Education in Singapore has emphasized that for young people to go further in their chosen careers, classroom learning must be combined with deep skills and on-the-job experience. One of these deep skills is social-emotional processing, which empowers students to understand and manage their emotions, show empathy for others and solve problems constructively. This is lacking in our students.
Making out the meaning of circumstances is not just a cognitive process. It requires an awareness of one's own attitudes and conviction, and also how others are feeling. Students are writing essays lacking conviction, and penning narratives lacking emotion. Our education system needs to put emphasis on helping students find convictions and understand emotions. Essentially, learning to read between the lines is not just about success; it is about finding greater meaning and purpose in life. In the present world, it is becoming imperative to be responsive to the changing needs, and hence hone our social-emotional skills.
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