ON SPOONFEEDING AND ITS IM­PLI­CA­TIONS

Sun.Star Pampanga - - PERSPECTIVE! -

LORETA R. JURADO

I believe that a bar­rier to com­plete learn­ing is lim­it­ing the op­por­tu­ni­ties of the stu­dents to di­rect them­selves to what they per­ceive to be an im­por­tant facet of a topic. How­ever, this is not to say that stu­dents are en­cour­aged to tune out their teacher’s lessons as they are ex­pected to lis­ten first, and ask later. This is where the line be­tween learn­ing and mem­o­riz­ing is be­lieved to in­evitably blur.

Many sug­gest that teach­ers work too hard in lec­tures that it be­comes teacher­centered and the knowl­edge that is sup­posed to dis­perse within the class­room fail to be ab­sorbed and un­der­stood by stu­dents. More of­ten, teach­ers dis­cuss what will and won’t be ap­pear­ing on ex­ams rather than fos­ter a learn­ing ex­pe­ri­ence that sat­u­rates the stu­dents with long-term knowl­edge. In this man­ner, not only does a teacher fail to ful­fill a man­dated re­spon­si­bil­ity, but also foils ed­u­ca­tion it­self.

Per­haps the best way to ex­plain this prac­tice of “spoon-feed­ing” stu­dents is it pro­vides a quicker and easier way to dis­sem­i­nate in­for­ma­tion across a room packed to the brim of doe-eyed stu­dents. Or per­haps it could be that the stu­dents them­selves present the opportunity for a teacher to do so, say for ex­am­ple a time-con­sum­ing so­cratic line of ques­tion­ing that stu­dents are un­able to suc­cess­fully wade through.

Ei­ther way, there is no deny­ing that spoon-feed­ing in­hibits and stunts the de­vel­op­ment of the stu­dents’ca­pac­ity for crit­i­cal and in­de­pen­dent think­ing and learn­ing. Spoon-feed­ing says we give the stu­dents too much sup­port that they do very lit­tle for their ed­u­ca­tion.

The real dan­ger to this con­tin­ued prac­tice is stu­dents be­com­ing com­pletely de­void of the abil­ity to ques­tion things, and re­in­forces the no­tion that they should only be ac­cept­ing what­ever in­for­ma­tion is fed to them without al­low­ing room for their own in­ves­ti­ga­tion. It does not sa­ti­ate a stu­dent’s nat­u­ral thirst for knowl­edge and dis­cov­ery, rather it read­ily douses the burn­ing de­sire be­fore it even started.

It is un­der­stand­able, how­ever, that at the first few weeks of school, teach­ers set out to ful­fill a cru­cial move in ed­u­cat­ing stu­dents which is to equip them with the needed am­mu­ni­tion to work with on the sub­se­quent sub­ject mat­ters. How the learn­ing ac­tiv­i­ties are de­signed around the goal of mak­ing stu­dents learn is the de­ter­min­ing fac­tor of whether it is spoon-feed­ing or not.

Teach­ers must be able to iden­tify core top­ics to spend more time on in or­der to prep stu­dents in fu­ture top­ics. Rel­e­vant learn­ing re­sources are sav­iors in times when ev­ery­thing is be­ing too bland and ro­botic. Help them re­al­ize that mere mem­o­riza­tion and on-the-sur­face knowl­edge is not tan­ta­mount to learn­ing and fully un­der­stand­ing. Through this, a deep un­der­stand­ing on the sub­ject will keep the stu­dents afloat and never drown in their jour­ney to­wards the com­ple­tion of their course.

The au­thor is Teacher III at Pam­panga High School

Newspapers in English

Newspapers from Philippines

© PressReader. All rights reserved.