Cartoons can be great educational tool

THE EDITOR, Madam:

IT IS clear that the current halfcocked approaches to literacy instruction have not worked. Yet, for some strange reason, it is business as usual. Regrettably, the education system continues to graduate scores of students who are not literate at both the primary and secondary levels.

We need to re-envision our approach to literacy by examining another dimension regarding how we tackle the issue of literacy, especially when it relates to boys. The current education system is not male-friendly. Globally, there is a serious trend of boys’ underachievement in reading. The truth is, most boys are not cultured to read for enjoyment. It means that the gendered socialisation approach that has become commonplace needs to be examined, so that boys will appreciate the value of reading.

Given that boys are wired differently from girls and have different interests, it is clear that the one-size approach to literacy will not work. A great cartoon is worth a thousand words and are now being used for education. Cartoons have been abundantly used as a teaching aid for a very long time. They have made learning an easier and a better experience for the students. Cartoons have made humdrum subjects fascinating for the students. Cartoons have proven themselves to be very advantageous for educating children. The vocabulary of students can be improved by the use of cartoons. While watching cartoon movies, children can learn a lot of new words.

In the conventional teaching methodology, knowledge was imparted to the students by means of a teacher-centred systematic conversation or a discussion.

Gone are the days when students were passive bystanders. Today’s students are more engaging and are willing to challenge their teachers. They want to scrutinise almost everything.

For the most part, classrooms are generally better suited for girls who are more likely to remain seated while taking notes. Teachers tended to view the natural assets that boys bring to learning – impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression -- as problems. Boys at times need some space to physical move about; this, of course, must be controlled movement that is not disruptive to the operation of the teaching process.

With boys neurological strengths, keeping them energized and attentive will better facilitate our boys. Additionally, attention must be paid to students who learn best through spatial visual representation. The term ‘literacy’ simply means the ability to read and write; however, there is nothing simple about it. As tactile learners, boys need more hands-on approach concerning their learning. There needs to be a purposeful, calculated approach to improve boys’ academic performance. There is also an urgent need to revisit the pedagogic methods being employed for literacy instructions.

This inexpensive and rarely used strategy of using cartoons has so many advantages. Unquestionably, cartoons create a relaxed and enjoyable atmosphere for teaching and learning to take place. There is an urgent need to reimagine literacy in order to meet the changing needs of our students.

WAYNE CAMPBELL

waykam@yahoo.com