Motivation to Study

Often, we see two distinct types of 'hardworking' students: the motivated ones who try to make sense of everything that is presented to them and the ones who take in what had been taught to them regardless of understanding.


The difference? 


I suppose it is the interest to pursue what had caught the interest of the student while learning about the subject or topic, as compared to one who tries to 'handle' the subject or topic for a nearing examination. Whether there is a looming examination or not, the former pupil does not cease to seek out learning whereas the latter has a higher chance that he might.


One example of such a student whom I used to teach would make use of new words that had been taught during lesson in his daily speech and composition writing. Apart from grasping the meaning of these words, he dares himself to try applying it to a real life context and improve his level of English. Such an act displays interest in attaining and retaining useful knowledge.


Another student, perhaps perceived as more 'industrious' as compared to the previous mentioned, would focus her efforts on committing whatever she had learnt to memory, ready to regurgitate what had been memorised when an opportunity arose. She might have been a high flyer, thanks to her excellent memory, but this would only throw her into confusion as the knowledge taught becomes more complicated. Understanding is simply not present in the learning. 


Do these two students have the motivation to study? Yes, definitely! Outcome though, can turn out differently. In today's context, the motivation of the former student mentioned is more favourable but if coupled with the effort put in by the latter student, one would emerge to be someone with great calibre.


Let's reflect on our motivation to learn and acquire knowledge.




~ Learning, like teaching, is a work of heart ~

Learning Through Teaching

I learn a lot through learning to teach. Just as much as in learning, the teacher needs to seek out meaning in what she teaches, because she needs to make that relevance to the pupils she's going to impart that very teaching to.


In my former years of teacher-training in NIE, I used to naively think that as long as I had taught in every level from primary 1 to 6, I would have conquered teaching. I was gravely mistaken, as entering into the teaching world opened my eyes to the many types of pupils I see, who adopt such vast learning styles. Like them, I began to learn through practicum (formerly termed 'teaching practice') that every pupil, every child was a unique individual and there can not be a one-size-fits-all teaching style that applies throughout the board.


I learnt to appreciate individuals, to motivate them, to encourage them, differently through teaching. One method that works for one rarely implies that it applies for another. It is in knowing and accepting that everyone is different that makes teaching a daily challenge that I have come to face in anticipation everyday I step into school. Yes, an exuberant anticipation!


Though an ex-teacher now, the heartbeat stays the same. Every day of tutoring is a day of bringing the excitement and joy of learning closer to the hearts of my pupils. The smiles they exude on their faces tell of so much more. It tells of understanding, of hope, of confidence, of belief in self.


Tomorrow will be another of such a day.

~ Learning, like teaching, is a work of heart ~