Poor Angle - 1

Hai friends:

         Poor Angle- 1 welcomes you all.

“Only one who devotes himself to a cause with his

  whole strength and soul can be a true master.

  For this reason mastery demands all of a person.”

-Albert Einstein

It’s a common now that the teachers teach lessons presuming that the students knew the basics and prerequisites to grasp the core of the lecture. But the students hardly check that thing. Even if the teacher knew that the students are lacking the prerequisites he should not bother and move on satisfying himself that it’s his mistake that he is lacking what is needed to understand the concept. This is the present syntax.  The teacher has to move on as he has to complete the syllabus within the academic year/semester. Actually we have to understand one thing. The syllabus that is allotted for a particular semester/year can very well be completed within the period even if it is taken elaborately and through demonstration. In engineering colleges, the lecturers are taking classes in hurry but still complete only half of the syllabus. They expect their students to study the untaught lessons by themselves. As a result, most students underestimate their teachers and think “if we are able to study those untaught lessons by ourselves why can’t we study without classroom teaching”. They concluded that classroom teaching is unnecessary and go to classes for mere attendance. I request those students to never think like that. In fact, classroom teaching at its best will make the students to think far beyond the book. So in short, this poor angle is neither to blame the teachers nor the students. It just shows how an average student sees the classroom and what steps might be taken from both sides to provide the student an optimum angle of sight.

Well, there are several factors to deal with this problem. First we’ll see the factors with respect to teachers and concentrate on the students a little later. The first factor to deal with is “A teacher with no time”.

A teacher with no time:

Actually this in whole is not a factor here; the time is our first parameter to deal with.

No time at home:

As we see at the start, a master has to devote all his time in learning and teaching. Some of us may astonish on how to devote every quality minute in learning and teaching. I mention quality minute here because not all the time could possibly be spent but at least the best. In ancient education, the guru did devote all his time to the students and the students did so. The ancient society supported them. But now this could be completely ridiculous. Because the teacher has his own family, own children, own problems and duties to do with. Owing to the stress, the teachers can’t spend time in preparing a possibly best lecture and planned to teach with the knowledge he acquired in the past and show the mediocre performance at the play. I tell you one thing with my personal experience, how easy a topic may be, you will find a great variance between the home worked play and the direct play. So, in short, how stress a home environment may be, a teacher too has to do some homework. For this I didn’t blame the teachers nor I’ll do but because of this very important lacking, the teaching becomes mess.

No time at the Institution:

                Teachers do not have all the time to spend with the students. They have their own tight schedule in the institutions too. They have to take care of the data entry, assessments, attendance and indeed their Ph.D. works too. They have their own stress. We have to respect their schedule and make use of their quality time with us. Teachers on the other hand have to prioritize their works in which students should come first. Most teachers won’t. I’m sorry to say that most teachers do not have time consciousness and I beg you a pardon for pointing out this. They come to the class, tell whatever it is in the book mechanically and never even think of developing the students. In engineering colleges, they don’t teach Engineering but rather they teach how to score marks. They teach how to pass the exams and exams alone and never care about their interpersonal skills. Actually the students can read whatever it is there in the book, they just need to be discovered by themselves and teachers have to help them to discover themselves. Most teachers claim they find no time at the institution for all these things and that’s the reason I group these things under this factor. We will discuss more about the topic in a different dimension a little later.

                One thing we all have to understand. For teachers teaching should be a passion rather than profession. For students learning should be a passion rather than a duty. Then only these open errands will come into conclusion. If teaching becomes a passion, there will not be time related issues by the teachers anymore (may be hard to digest!!). It’s easy to tell you all these things through a blog and providing suggestions, but very hard to implement. So how about a case study. Poor angle is going to suggest possible solutions only via case studies. So read poor angle further and comment on it for its enhancement.

Sincerely,

Balaji.