“马克思主义基本原理概论”课的教学重点和难点进行培训
现场教学培训
第一次参加马克思主义基本原理概论课的暑期备课会一点点感悟：几乎大家都共识这门课比较难上，理论性强，又比较抽象，孩子们天然性地不喜欢，但又有一点观察：越是牛掰的学校这种差异性越小，反之越大，比如我合影时刚巧旁边一个女老师，我随机问她，你们学校原理课和其他课相比评价如何，她说：不错的呀，至少有百分之八十老师原理课上得很好的。我问：老师你哪个学校？对方回：浙大。然后他们院长做了报告，我终于可以确认他们确实牛掰，艺高人胆大。比较有印象的几个点是：一个老师说如果没有学理上的清楚，政治上的坚定是不可能的。还有一个是温大搞的盛势浩大的教改“一化六制”，我检索了一下，发现调动学生积极性的核心武器其实只有一个，它的弹性考核制，就是平时多发言，多研讨，多实践等等，可以抵消期末考试，平时成绩不好的参加机考。我想如果我是学生我也愿意为不用期末考试拼了。最后一点，专题制教学与传统制教学形成了一种冲突，结论就是，因为争议比较大，专题教学还实行不了，只能继续传统教材板块教学啦
AS universities set to keep lectures online until the end of the year, there is an increased spotlight on the challenges faced by students.
Among them are issues related to communications, assessments and scheduling. For online learning to proceed as a long-term continuity plan, there is an urgent need to address these problems.
Pursuing a mixed mode of a master’s degree in English Literary Studies at the International Islamic University Malaysia, Amirul Nazmi Azrymi, 24, believes the virtues of face-to-face discourse are irreplaceable.
“Computer-mediated communication is seen to be less effective as it lacks body language, facial expression and tone.
“It’s difficult to share our points as online discussions can move swiftly from one topic to another. Engaging a big class in a live forum can be challenging too.”
Hence, he said, a moderator’s role is critical to structure an effective virtual discussion.
“By regulating who can speak up at one time, the moderator can ensure that no one is left behind.”
There is a growing concern of plagiarism surrounding online exams, said Amirul.
“As such concerns linger, I suggest that lecturers produce questions that examine students’ critical and creative thinking. Give a leeway for students to use materials as references, provided they include correct and adequate citations.”
He also saw the “flipped classroom” method as a viable approach to presentations.
“Students are required to submit their presentation material a few days earlier to be shared among the class for early reading. On the day of the lesson, all students can engage in a discussion on the subject.”
He hopes that universities can have full autonomy in making academic decisions instead of following a one-size-fits-all approach set by the ministry.
“For education to persevere in this pandemic, the most accommodating steps must be taken.
“There is an issue of accessibility. Prior to the ministry’s announcement, my university has provided guidelines for our online Teaching and Learning (TnL), where students can return to campus should circumstances deem unconducive for us to study at home.
“Apart from poor Internet coverage, other factors at home can render us unable to focus during classes or feel guilty for choosing our studies over family obligations.
“I hope that every student will be given the choice to return to campus, not just final-year or research students. With standard operating procedures in place, it should be up to universities to ensure the safety of students who want to seek knowledge under these conditions.”
Meanwhile, Universiti Teknologi Malaysia Bachelor of Technology with Education (mechanical engineering) student Nabilah Syafiqah Sulaiman said lecturers’ support is key in online learning.
“Most of my lecturers have been understanding. They constantly ask about our ability to attend their classes and assign tasks systematically. But there are a few lecturers who do not pay much attention to students and only distribute work to be submitted on certain dates.”
Nevertheless, the 21-year-old student said she understands that challenges are felt both by students and lecturers.
“To make it easier for both parties, assessments can be carried out through written assignments and online discussions.
“I found it impossible for students to effectively communicate during a live online presentation. Lecturers need to take into account the Internet speed and the quality of the medium used. It would be better to submit a recorded video presentation.
“Complex assignments can be split into smaller components. Lecturers can assess students at several points within the learning process and provide feedback.” Hoping for a standardised curriculum for remote learning, Nabilah expects the ministry to address key challenges faced by students.
“It’s important to address the struggle in switching from traditional classroom learning to computer-based learning.
“Next, students who lack strong Internet access or devices may fail to catch up with their classmates. There are students falling behind and having thoughts of abandoning their education. The ministry can help by providing free electronic devices to them.”
Proceeding with online learning until December requires students to step out of their comfort zones, said Universiti Teknologi Mara communication student Sri Nur Sabrina Muhammad Afif, 23.
“If we find it hard to adapt to the new norm, we need to push ourselves more. Studying online is not bad if we know how to prioritise well.”
The flexibility that comes with online lessons is what she enjoys the most.
“I can move at my own pace and fully observe what is being taught before I move on to the next class. It allows for more personal development as well.”
However, the inability to meet lecturers in person can prevent students from fully understanding the subject, she said.
For virtual lectures to improve, Sri Nur Sabrina hopes that lecturers can consider having multiple sessions with short breaks in between.
“This gives students time to think about the topic and form questions about it. It is also better to keep the class short because not every student has the same level of accessibility to the Internet.
“I also think that assessments and exams should be uploaded on the university’s portal to make it easier for everyone, especially for lecturers to monitor the progress of students.”
Recently, the Higher Education Ministry announced that all TnL in universities will continue online until Dec 31, with exceptions given to five groups of students. The five groups are research mode postgraduate students, certificate, diploma and degree final year and final semester students whose work require special equipment; final semester and final year students with an unconducive home environment or without Internet access; special needs students in technical vocational education and training (TVET) courses at polytechnics and community colleges who need face-to-face teaching and learning; and new students for the 2020/2021 academic year.
AS universities put classes on hold until the end of the year, lecturers and students are forced to adopt online teaching and learning with little to no preparation at all.
The sudden venture into remote education may present unique challenges to both academics and students. Physical and mental preparation are crucial to navigate the world of e-learning.
Universiti Sains Malaysia School of Languages, Literacy and Translation senior lecturer Dr Alla Baksh Mohamed Ayub Khan said there were some things that students needed to be aware about online lectures.
“First is to obtain reliable technology and good Internet connection. Where there is a will, there is a way.
“Students should try their best to attend synchronous (real-time interaction) sessions and participate in asynchronous (without real-time interaction) activities.
“Next, strike a balance and stay focused. Things can be different at home compared to the environment in hostels and rented houses near campus.
“They may have to help their parents and family members with chores and errands.
“However, the onus is on them to find time and space to focus on their studies. Communication and understanding among family members are of utmost importance here.
“Students also need to stay motivated and organised. They should not feel discouraged in meeting many deadlines for different courses.
“At times, there may be technological glitches. But I am sure lecturers are aware of this, and therefore, should give allowance to students.
“Lastly, be active in online lectures. In face-to-face settings, some do consult their lecturers immediately after the lecture is over, but such thing rarely happens online.
“However, I urge students to be brave and try to engage in discussions with their lecturers,” he said.
As for real-time sessions such as teleconferences, he encouraged students to be punctual or, better still, log in to class earlier.
“It would be good if students could dress up properly too.
Those who have no issues with their cameras or bandwidth are advised to turn it on so that the lecturers may not feel odd as there are live faces on screen.
“It is hard to identify who is speaking when it involves a large class. Therefore, students need to introduce themselves before speaking up during the video conference.
“Some lecturers prefer having students ask questions in the chat box, whereas some prefer oral interactions.”
Alla Baksh said normal lectures were conducted in a formal setting. But in online classes, a blend of formal and informal teaching and learning could be more effective.
“I make use of social media platforms to assist my students to learn better. For instance, every week, I will select two students to record video reflections of that week’s lecture and upload it on the class Facebook page.
“Almost every one of them is engaged in social media, mostly for entertainment. When we tap on those platforms, chances for them to respond positively are higher.”
Universiti Putra Malaysia Faculty of Computer Science and Information Technology senior lecturer Dr Hizmawati Madzin had started conducting online lectures since 2015 and now, with the university closed, she ran her classes fully online.
Hizmawati shared a few tips to create a sustainable and engaging distance learning experience.
According to her, the key to a successful online class was proper planning.
“Plan the lessons by chapters. Think ahead about the types of materials that are suitable and how to assess the students’ understanding.
“Next, create the digital teaching materials in creative ways.
If the lesson requires a video, the suitable duration is not more than six minutes as students can easily lose focus.
“Do monitor students’ progress and give flexible time for them to access the materials. Be sure to regularly ask the students’ condition and give them ample time to complete and submit the assigned tasks.
“At a time like this, don’t expect students to submit their assignments on time as some of them may not have access to a good Internet connection.
“It is also advisable for lecturers to create digital materials that are of low capacity or small file size so students can download them easily,” she said.
Hizmawati added that in keeping students’ motivation high, she usually allocated extra marks for those who actively participated in lectures.
“When teleconferencing, the students should be told to mute their microphones or else there would be distractions due to many people talking.
“In Zoom, however, there is a ‘raise hand’ function for students to ask questions.”
She said while students were responsible for completing their assigned tasks, parents’ cooperation was also needed to monitor the students’ progress at home.
STAYING focused and motivated are the two main challenges university students are experiencing ever since they had to switch from face-to-face learning to the virtual and remote method due to the Covid-19 pandemic.
While some have adapted well to this new norm, many are still grappling with technical issues, as well as the solitude and isolation, while trying their best to keep on track with their studies.
The feeling of loneliness or isolation may also set in as students tackle new topics and assignments without the support they are accustomed to, particularly the physical and immediate communications with lecturers and peers.
With the Higher Education Ministry deciding that online teaching and learning in tertiary education would continue until Dec 31, their concerns are even more accentuated.
For third-year Universiti Teknologi Mara (UiTM) chemical engineering student Muhamad Rithaudin Rosman, 22, the persistent problem for someone living in the rural area is stable and strong Internet connection.
This makes getting clear explanations from lecturers through video calls difficult, said the student who lives in the outskirts of Kota Tinggi in Johor. While he always tries to find other alternatives, like referring to textbooks and notes, it is not the same.
“The situation can be quite disheartening and can affect focus and concentration, especially when carrying out self-directed tasks and projects. But I try to stay positive and make the best of the situation,” he said.
Having the self-discipline to keep to lecture or class schedule is what university mate Nur Syazwina Md Azaham, 22, struggles with.
The law student, who is in her third year, misses the company of friends and classmates, who were her constant motivators to keep on track when on campus.
“Online discussions don’t really give me the same degree of understanding as in real life, which then makes me feel down. I also don’t have some of my books, causing me to flounder a bit as I personally prefer to read them and highlight the important notes,” she said.
However, she appreciates the fact her lecturers do take the time to ask for feedback on how to improve classes.
“Having understanding and compassionate lecturers goes a long way in helping students be more determined to do our best despite our struggles learning online.”
Universiti Putra Malaysia (UPM) third-year agribusiness student Fatin Mohd Farid Rozaidi, 22, keeps her focus during online classes by writing notes based on the presentations by lecturers and classmates.
“There is no daily routine as some of my classes are conducted by giving assignments and daily homework as a majority of my classmates have poor Internet connection. But it would be much more interesting if lecturers use games instead of just viewing and listening to presentations,” she said.
The urge to do something other than study is always there, said David Chooi Xian Loong, a 21-year old Diploma of English Language Teaching student at UCSI College.
“I love cooking, watching movies, playing with my pets. But, somehow, I get the job done because of a promise I made to myself that I will do whatever it takes to provide for my family and my loved ones,” he said.
“If I feel lost in my studies, I try my best to engage a friend in a video call to discuss the topic or assignment. After all, two brains are better than one.”
Universiti Sains Islam Malaysia (USIM) psychology officer Nur Farhana Sulaiman said when physical class cannot be implemented, there would be some elements that cannot be controlled by the lecturers or tutors, like students’ attendance, participation and attention.
“Students must be responsible for themselves. At this point in time, we all must adapt to the new norm and for students that means not relying on a ‘teacher’ who will direct them on what to do and what to prepare for next. If they focus and stay motivated, they will be successful, It all depends on ‘me, myself and I’,” she said.
Nur Farhana said students can choose to live life in positive vibes or dwell in the negative.
“The option is in our hands not others. If we want to succeed, then we must take it on ourselves to make it happen,” she said.
“Students must be more disciplined, resolve their technical issues and create the mood to enhance the motivational level. Make a proper schedule just like when attending normal face-to-face classes.
It may be putting a little bit of effort to dress for class to get into the mood. You know yourselves better and what works for you to stay focused and motivated.”
UPM psychology officer Siti Fatimah Abdul Ghani advises students to not overthink the situation and handle the issue at hand in a practical manner.
Siti Fatimah said motivation often dips when students fail to find a purpose in what they are doing. This is followed by anxiety caused by what is actually happening and also what may happen in the future due to the current situation. Then comes boredom and distractions.
“When we look at major changes, a period of adaptation and transition is needed. This takes time and comes in phases, and this applies to e-learning too,” she said.
“On top of that, there are some cases where students lack the devices and Internet access to be able to participate in online classes. This leaves many students in a bad spot where they are unable to receive an education.”
She suggests students look into ways to find some motivation if they feel down or confused.
“Find the same drive and purpose you’ve always had inside you, even if classes/university doesn’t feel as important right now. Why are you at university? What are your goals?
“Set daily goals by having a to-do list to give some direction. Pair your work with something fun and interesting like setting up your workspace in a special theme or plan a reward for yourself after completing a task.
“Build study habits that set yourself to autopilot to make it easier to say no to temptations and get tasks done. But remember to take a break to reduce feelings of fatigue.”
Planning ahead and setting goals is now both possible and necessary, said Siti Fatimah.
艺术是什么？
我们常常听到一种陈词滥调， 即一个对自己的观点有自我意识的人说： “我对艺术不太懂， 但我知道我喜欢什么 。” 仅从论点出发， 这反映了主观性的穷途末路， 在某种程度上， 它呼应了柏拉图对美的理解 （参阅“人各有自己关于美的标准吗” 一节）。 柏拉图认为，苏格拉底将美定义为点燃我们感知愉悦的事物； 古希腊艺术关注对完美圣像对应的神和神话英雄的描绘， 进而认可了 “艺术作为美” 和 “美作为艺术” 之间的关联性。 艺术的这种理想化观点很难在实际中应用， 例如，它无法解释文艺复兴时期的宗教艺术对暴力行为的生动描绘。 一些油画， 例如， 鲁本斯 （Rubens） 的 《上十字架》、 格鲁内瓦尔德 （Grünewald） 的 《嘲弄基督》 和卡拉瓦乔 （Caravaggio） 的 《耶稣下葬》， 描绘了 《圣经》 中记载的耶稣所受的骇人听闻的酷刑， 这些绘画很难让人在欣赏它们的时候体会到任何感官愉悦： 作为祭坛绘画， 它们展示了宗教殉道者的痛苦遭遇。 然而， 这三幅名画的作者都是公认的艺术大师。
1897 年， 俄国小说家列夫·托尔斯泰写了一篇长文， 分析到底是什么构成了艺术。 《什么是艺术》 没能够通过俄国的审查， 最初只能以英文译本发表， 这主要是因为托尔斯泰表达了一些备受争议的观点。 文章一开始托尔斯泰就攻击了传统观点， 即所有关于美的判断都是主观的。 但如果认为美是客观的， 就必然要求每个人都以同样的方式看待事物。 如果美可以在自然界的完美中找到， 那么我们追求艺术又有什么必要？ 托尔斯泰观点的主要论点是艺术观既是客观的也是主观的， 他并没有给出艺术的核心定义。
托尔斯泰在很大程度上借鉴了法国艺术理论家尤金·贝隆 （Eugène Véron） 的理念， 特别是贝隆的著作《美学》 （1879 年） 中对艺术的定义。 贝隆认为， 尽管很多艺术可以被认为是美的、 赏心悦目的， 但美不是艺术的主要特性。 艺术不仅仅是漂亮的绘画或是令人赞赏的声音和文字。 艺术是人类思想和情感的表达， 而且，艺术是人们交流各自观点的媒介。 但是， 对于托尔斯泰来说， 艺术作为一种表达依然是不够的： 这种表达还必须能够成功地抵达观众的内心， 人们欣赏绘画或听交响乐时， 应该有与创作这些作品的艺术家们同样的感受。这一观点以反传统的方式， 让托尔斯泰有充分理由被列入所有他所不喜欢的 “艺术家” （歌德、 贝多芬、 莎士比亚） 行列之中。 托尔斯泰总结出 “好艺术” 和 “坏艺术” 之间的差异， 即 “好艺术” 可以成功地传达情感和观念， 而 “坏艺术” 却不能， 因为它们是混乱的、假的和令人困惑的。 远离对美的狭隘分析， 这一结论是合理的。
弗里 德 里 希 · 尼 采 （ Friedrich Nietzsche， 1844—1900） 在其作品 《悲剧的诞生》 （1872） 中通过分析古希腊戏剧尝试发展艺术的定义。 尼采认为人类生活一直不可避免地在两种对立状态中挣扎， 他以古希腊神话中的阿波罗 （Apollo， 日神） 和狄俄尼索斯 （ Dionysus，酒神） 命名这两种相反的力量。 日神力量的特点是以安静的形式存在的富有远见的梦想力量， 如古典雕塑、 音乐作品中的和谐与平衡， 典型的现代例子当属毕加索（Picasso） 和蒙德里安 （Mondrian） 的 “抽象立体主义”（abstract cubism）。 与此相反， 酒神力量呈现出无序和疯狂。 狄俄尼索斯的艺术要求纵情狂欢， 尼采认为中世纪节日的野性民间舞蹈就是一个典型的例子。 摇滚吉他手吉米·亨德里克斯 （ Jimi Hendrix） 奔放的演出或“虚 无 主 义” （ nihilistic ） 艺 术 家 达 米 安 · 赫 斯 特（Damien Hirst） 的作品， 它们包含了狄俄尼索斯艺术的典型元素。 然而， 对尼采来说， 真正的艺术推动力来源于两种对立力量之间的冲突， 和占领彼此空间而造成的紧张关系。 回到上面的例子， 吉米·亨德里克斯是一个非常有才华的音乐家， 他对标准蓝调音乐有着无可挑剔的掌控力 （阿波罗力量）， 同时又用不同寻常的节奏变化和生机勃勃的演奏风格 （狄俄尼索斯力量） 颠覆了前者。 同样， 毕加索花了几年时间研习艺术创作的技术手法后， 开始了他自己独特的颠覆式的抽象形式和视角。 尼采认为， 古典艺术以阿波罗形式呈现的宁静和美丽， 促进了秩序和和平， 但是它们也应该被看做是对同样存在于世界上的黑暗压迫力量的理解和反馈。 用尼采的话来说： “人们 （希腊人） 要遭遇多少， 才可以创造出如此的美！”
“艺术， 抑或抄袭， 抑或革命。”
保罗·高更 （1848—1903）
摘自尼克的书 《距离的凄美》 （1913 年）
那么， 什么是艺术？ 苏格拉底的观点是艺术和美相关， 因为它们都激发并引起人们的感官享受。 托尔斯泰否定了这种观点， 认为它过于主观， 并认为艺术可以表达人的思想和情感。 尼采区分了日神力量和酒神力量，并用它们作为区分和评估艺术作品的方式。 鲁本斯对耶稣受难的描绘同时包含了两种力量元素， 因为这幅作品既气势恢宏又令人咋舌。 也许尼采的解释最接近文艺复兴时期宗教艺术中的暴力与美的混合。
“一些时候， 事情并不都是正如一个人主要期望相信的那样便于理解和传达； 很多事情无法表达出来， 当它们发生在一个没有语言的领域里， 而且一些艺术作品比另一些作品更难表达， 例如神秘的存在物， 我们过世后的生命。”
莱纳·玛利亚·里尔克 （Rainer Maria Rilke），
《给青年诗人的信》 （1929）
《喷泉》 是马塞尔·杜尚1917 年的作品。 这个 “雕塑” 是杜尚从商店买来的一个陶瓷小便池， 杜尚将这一作品提交到独立艺术家协会并试图参加在纽约的展览。杜尚的这一作品被认为是个恶作剧， 它讽刺了当时艺术世界里的浮华。 然而， 《喷泉》 已经被艺术评论家公认为 20 世纪最有影响力的作品。
虽然很多人都熟悉 《喷泉》 的理念， 但是几乎没有人真正见过它的实物。 独立艺术家协会拒绝展示原始版本的小便池， 所以在被拍摄下来之后， 它可能就被丢弃了。 20 世纪 20 年代初， 杜尚的 《喷泉》 引起了很多关于什么构成艺术的讨论， 可以说这是一个极好的例子： 艺术只是一个想法， 尽管可能十分愚钝， 艺术也不必然只是一件物品而已。
“如果森林里的一棵树倒了，而周边没有一个人听到，那它倒下时是否有声音？”这个问题常常被认为是爱尔兰哲学家和牧师乔治·贝克莱（GeorgeBerkeley，1685—1753）提出的。事实上，这个问题的现代提法与贝克莱原来的提法有所不同。
乔治·贝克莱被认为是“主观唯心主义”（subjectiveidealism）哲学分支的创始人。在哲学术语中，唯心主义指我们所知道的事实在根本上是思想的构建和心理官能的感知。
贝克莱的基本论点是“存在即被感知”：
“感觉的对象只存在于它们被感知时；因此，如果没有人感知到花园里的树，它们就不存在。”
乔治·贝克莱，《人类知识原理》（1710）
根据贝克莱的观点，感知创造了我们的现实以及我们称之为物质的东西，包括肉体，它们只不过是相对稳定和规范的感知形式。这些形式和心理构建通过词语进行分配和归类，如“树”“猫”或“摇滚”。然而，我们对这些类别的感知只是当前和“当下的”。虽然贝克莱并没有分析本节开篇提出的问题（而且从来没有提过声音的存在），但他的理论对这个问题的回答必将如下：如果一棵树倒了，而没有一个人听到，那它不仅没有发出声音，而且“这棵树”———因为它源于人的思想感知———也不存在。
反对贝克莱观点的人可能会声称“森林中没有人感知到树，它们就不存在”是个荒谬结论。科学告诉我们不但树木和森林存在，而且它们存在的时间比人类还早。贝克莱回避这一难题，并声称因为神是全能的，他在森林里永远存在（也永远存在于其他地方），并通过对树木持续的感知确保它们持续的存在。
“现实留下了很多想象空间。”
约翰·列侬，引自《星期天太阳报》（2003）
因此，贝克莱哲学可理解为存在分为两个层面。一是个人的身体和心灵层面，在这个层面上我们的感知创造我们的现实，感官感知的一切决定了我们的经历，也因此，它们成为了对我们而言的存在。另一层面是“终极面”，是由神感知一切而确保它们持续存在的、为万物所共享的“自然世界”。
With the rapid advancement of technology in the realm of education, the fear that a teacher’s role will become obsolete in the near future is growing. It is commonly feared that the responsibilities of teachers might get curbed and they will remain mere facilitators of information.
Greater use of technology in the classroom has made the process of teaching less personal in nature. Learners, these days, are significantly exposed to technology and content from various open sources. Thus, teachers today are no longer accredited with being the only figures who impart knowledge.
This is a major challenge being faced in a field that is constantly being augmented by technology. However, teachers can still strive to remain effective and relevant in the coming years and align themselves with the changing scenario.
The 21st century is all about technological innovations and integrating them with the well-designed curriculum which ensures the holistic development of learners.
The facilitators of today’s world are witnessing robots in the classroom, helping children with visually intriguing digital content, providing young learners with augmented reality cards and so on.
It is expected that technological development will be massive in upcoming years. Artificial Intelligence (AI), Internet of Things (IoT) and blockchain, perhaps, will rule the technology domain and in this fast-growing environment, people might evolve equally fast.
Thus, skills such as computer fluency, adaptability to change, problem-solving and high EQ will become essential for future success.
Despite the fear that the teaching profession might lose its significance due to the rapid growth of technology and the Internet, we must understand the importance of a person in a classroom environment who is emotionally intelligent and knows how to guide children to channel their energy and facilitate learning.ADVERTISEMENT
Here are some of the traits that can help teachers to stay equipped with the evolving time:
Kids today are tech-driven from a very tender age. The education system too is transforming with the help of technology.
Thus, it is important for teachers to embrace technology wholeheartedly and be part of this global academic transformation.
Being a learner for life is an essential part of modern education. Therefore, facilitators need to have a positive approach when it comes to learning. Teachers of 2030 will hopefully be more flexible and open to new ideas and learning.
Thus, while on one hand, they are expected to keep up with the process of learning and unlearning, on the other hand, they are expected to motivate the pupil to practice the same.
Content knowledge is easily accessible to students even today. The practice of availing information from the internet will be more in the coming decade.
Thus, the teacher’s role will no longer be limited to providing information to students but helping them find out the right information from a lot of data.
Learning can never be restricted to a classroom. Many years ago, Rabindranath Tagore talked about a learning system that encourages a child to learn from everything around them – starting from nature, people, animals, books etc.
The future of education is going to be the same with the greater accessibility of data. Thus, it will be important for both learners and facilitators to have an open mind and flexibility for learning.
As learning space will be extended, a teacher’s workspace may not be confined within the four walls of their classroom in the future.
It is difficult to transmit and articulate knowledge only through technological means. Facilitators have personal experience and insight gained over the years.
The role of a future educator will be more of a facilitator who can enrich learners with their own experiences during the process of imparting knowledge.
2030 will definitely be a technologically-advanced year with better content accessibility. Therefore, the responsibility of teachers will not be restricted to imparting knowledge but helping learners to become life-ready and accumulate all the skills that are essential for life in general.
Gone are the days when parents heard from teachers only when their child did not perform well in academics or was struggling with some other issue. Now, due to technological development and instant access to information, parents show more interest in their child’s education.
Most modern-day parents wish to collaborate with the teachers to ensure that their child gets the best education. They look forward to regular reports of their child’s progress and expect their opinions to be heard. Teachers also aim for a similar relationship with parents.
For the majority of children, the most significant people in their lives are their parents and teachers. These are the people they spend most of their time with, who influence their day-to-day activities and guide them through their schooling.
Children do best when their parents are connected to their school in meaningful ways. A perfect blend of teacher and parental involvement in a child’s education is one of the biggest contributors to their success.
Here are the ways in which teachers and parents can work together to improve a child’s learning experience:
Frequent two-way communication between parents and teachers is essential for the former to stay updated on what is happening at school and to let the latter know important things about the child.
Parents and teachers should communicate with each other throughout the academic year. They should discuss the child’s learning style, what stimulates, bores and interests them and any other issue(s) that might affect their learning.ADVERTISEMENT
Parentteacher meetings are a great opportunity for parents to communicate with the teacher and track their child’s academic performance. Also, these meetings are a great way to discuss any troubles or questions regarding the child.
Ways of staying in touch and creating a positive two-way relationship include sending emails, messaging, volunteering in the classroom or adding comments to a homework notebook or student diary.
Additionally, parents can have a quick talk with the teacher while dropping off or picking up their child.
Collaboration and communication go hand in hand. If communication is frequent, the collaboration will be easier.
A collaborative approach implies that both parties work together as equals, towards a common objective of enhancing the child’s learning, development and well-being.
In the teacherparent collaboration, it is important to be mindful that both parties have unique areas of knowledge and skill.
Parents are well-versed with their child’s developmental history, interests and lifestyle. Teachers have the knowledge of teaching, assessment strategies, rules and the child’s school performance.
Parents and teachers should share this knowledge in a collaborative manner to support the child’s academic achievement. It includes relating what the child is learning at school with how they learn at home.
This helps parents respond to the child’s learning challenges, thereby extending their learning.
Teachers’ understanding of the child’s capabilities is very useful to parents while creating home-learning conditions.
Parents should support after school learning by interacting with their child positively about school and teachers, providing a supportive environment at home, and nurturing the child’s interests.
To build interest in studies and reinforce what is learned in the classroom, parents should stay abreast of topics being taught. They should encourage their child to create a routine for their homework.
They should also provide learning materials, read with the child and encourage healthy eating habits and physical activities.
Being involved in a child’s education shows that parents support their learning. The more supported a child feels at home, the more effectively they will learn at school.
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Education is a consequential phase in a child’s development and growth. Parents and teachers should work together as a team, towards creating the best possible learning environment for the child and foster physical, emotional and intellectual well-being.
Little kids normally love to count, sort, solve puzzles and discover different patterns. It is only when these fun activities get defined “maths” with the doses of addition, subtraction, long division, and fraction where the children lose their confidence and interest. It is important for the kids to be math savvy and don’t get turned off by the subject. For that we need to find ways to make it fun.
With the existing long list that parents are already struggling with amidst the covid-1 pandemic and lockdown, one most difficult task is that of teaching maths. Most of the parents are not math teachers, nor can they replicate what is taught in the classroom unless they are educators. Mastering the calculus is the not the goal in the lockdown but to have parents represent a positive mindset towards maths by incorporating fun activities in the child’s day at home.
Mathematics and its applications are one of the most important subjects in school’s education. Most of the students face difficulty in understanding the concepts. Parents can use this time wisely to instill a positive approach to understanding and enjoying the subject. Here’s all you need to know from the expert Manisha Singh (ZCAS & Pre School Coordinator, zamit).
STRATEGIES TO IMPROVE MATH SKILLS
Children are used to a fixed routine so chalk out a daily plan to prevent the lockdown from obstructing their schedule and create a dedicated space for learning. By applying the mentioned strategies during lockdown, math will no longer be an intimidating subject for the children instead a fun and happy learning experience!