Traditional Assertion about Student’s Academic Achievement:
“If a student does not do well in exams (obtains low scores), he/she is most probably suffering from an inferior intelligence, and/or comes from low socio-economic background, and/or is most probably experiencing some sort of medical/psychological/behavioral (ADHD) problems, and/or is obviously having a learning disability.”
Affectiveteaching.com’s Assertion about Student’s Academic Achievement:
“A student who is not ENGAGED in the process of learning becomes disinterested. This lack of interest prevents him/her from paying attention to the lessons taught by a teacher. The student finds it difficult to assimilate any type of knowledge if he/she doesn’t pay attention to the lessons in the first place. When there is a deficiency in the existing pool of knowledge (in the form of schemata), thinking is hampered. Academic performance deteriorates as a result of the above mentioned instructional defects!”
As a teacher, I have learned to stop looking for causes of academic problems outside of myself…simply because I can’t control anything external to me. No amount of lecture on discipline, time-management, and the value of education would change a student’s attitude toward learning if teachers don’t fall in-line with principles of ‘affective’ and ‘effective’ teaching. Instead, I look for ways to improve teaching and make the learning process as engaging and stimulating as possible. I have full control over this and everytime I focus on making learning a meaningful experience, students automatically fall in-line to become ‘affective’ and ‘effective’ scholars.
Copyright August 2006 by Dr. Edward Roy Krishnan, www.affectiveteaching.com