Classroom Learning (Believe In It)


A major research has indicated that the qualities that the students possess are amplified by the values and the sheer identity of the institute and the teachers associated with the institute. To a certain extent, a classroom is the most important factor behind the character churning process of the student. The rule of thumb states that if we postulate that learning should involve student activity, then we must bear in our minds, the multiplicity of ways in which students are fortified to come forth and participate. Participation catalyzes the social development of a youngster; it infuses a sense of community among students.

Almost all of us have spent a major chunk of our life in classrooms, commencing in kindergarten and going all the way to the highest echelons of academic excellence. One entity that must be common in all our experiences is the teacher, who at various moments did something beyond the realms of ordinary, to make the learning experience more inviting and impactful. Could be as vibrant as a colorful poster, or as uncompromising as rules and regulations, or maybe just a creative, not so regular, fun teaching method. But all that was done to keep you, a student, who has a tendency to lose focus once the chips are down, focussed and engaged. Those colorful bulletin boards, those systemized and structured spaces are not an accident, instead, they are all there for a purpose. To make the learning process as captivating as possible. But there are always exceptions, and few instances of displeasure are enough for one to be in disagreement with the idea of classroom learning. For those of you, here’s a dose of little faith.

“The older I got, the smarter my teachers became”

Did my teachers really become smart or did I grew into them? Most certainly the latter of the two. Here comes the bottom-line, Trainers and instructors make a hell of a difference. A deft and skillful trainer’s cognizance, apprehension, pliability, and headship are what makes a classroom great. A lack of the aforementioned and the whole classroom experience deteriorates by quite a margin. You must be wondering that suddenly the dots are connecting. Well, what is really at play here is the trainer’s ability to inculcate values and experiences, reform the study material provided and infuse the knowledge in the minds of the learners in the most suitable manner. Common practices like extracting feedbacks, especially the unspoken feedbacks and reactions trigger such situations.

“Attention is quintessential, it hooks you up with others, makes you avid, stay avid.”

Probably the most sought-after technique to induce a reaction and cooperation is to show special interest and give attention. A big plus in the repertoire of classroom learning. But you might argue that this is rather far-fetched since the teachers in higher classes tend to be rather caught up and it makes it impossible for them to focus on every student personally. But a classroom learning models have a remedy for such unbridged gaps. Practices like informal talks between students and teachers, singling out few students on a daily basis for an outlook and sharing off the chart’s information from past experiences make a classroom session interesting. 

“One hand washes the other”

Reciprocity is characterized by taking into account, the opinions and requirements of others. Somewhat an antipode to dominance, cooperation leads to a special bond that bears fruits that last longer. On one hand, dominance focuses on the trainer as the sole driving force in the classroom, whereas, on the other hand, cooperation focuses on the students and teachers working in tandem for a common goal, the betterment of the students. The synergy of dominance and cooperation makes the backbone of an effective classroom learning. Something which cannot be achieved in silos.

“Our knowledge begins with the senses, proceeds then to the understanding, and ends with reason”

A classroom learning invokes multi-sensory reactions; this appeal differentiates it from all other contemporary methods of learning. One can listen to the instructor attentively and gauge, or else receive visual mnemonics through presentations, student handouts or drawings on the whiteboards and other illustrative diagrams. Participation through case studies and extra-curricular activities makes the experience even more impactful. A mere thought of the instructor being there as an easily approachable entity eases a lot of pressure from the students and they can always access that as per their needs. It is often said that doubts should be cleared in the first instance and should be carried forward, in a classroom, interaction is almost immediate and opportunities to ask questions and participates in debates are in abundance.

“No significant learning can occur without a significant relationship.”

A classroom is a place where the most fruitful of conversations can lead to the strongest of relations, could be personal or professional. A classroom gives you the opportunity to learn and benefit from the experiences of the classmates. It gives rise to a sense of content and security too, a person excels more in a society. If you seek to maintain a great deal of personal and professional relationship and you tend to thrive on such relationships, then certainly, classrooms can provide you with the right springboard to broaden your horizons with respect to your contacts and acquaintances.

A recent rise in the internet has seen the classroom becoming digital, but if one seeks a three sixty outlook of oneself and develop the skills through interaction and learning simultaneously then classroom learning definitely fits the bill. It provides you with all the necessary catalysts that boost your knowledge but at the same time, enhances your character, sociability, and sense of community.


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