We visit an ashram on the first three Saturdays of every month to teach the students living there. I have two students, Sandeep and Bhushan, both of whom are in Grade 7. Their weakest subject is mathematics and, thus, we usually concentrate on it more. Today, I had planned to finish surface areas and volumes of cubes and cuboids and start off with basics in geometrical constructions.
A few weeks ago, my classmates and I discovered that most the students living there love art and playing with colours, but, don't get an opportunity to do so. So we collectively planned to learn small techniques from our art teacher and pass them on to our students once a month. We decided that we would do this every first Saturday of the month. And I am very glad we did think of this idea.
I had planned that we would study math for one hour of our time and allot half of an hour to the painting. I was so excited and happy to notice that both of my students were highly willing to work twice as hard as usual just so that they could get extra art time. Both of them were having problems understanding the concept of volumes and I went prepared to be patient, but, I was surprised to see them so determined. In the end, we satisfactorily finished learning the concepts and had enough time to paint.
We painted with primary water colours. Initially, they were reluctant to learn official techniques in painting, but, then they discovered that knowing what you do makes you enjoy things more. This was a lesson for me too. Overall, this was a very enjoyable CAS activity and it made me realize two major things. One, that just teaching things dryly makes them boring and hard to understand, but, using realistic examples and connecting with things they like helps to overcome this problem. Two, that people work better if they have incentives to look forward to. This made me think that I could probably add some small motivator at the end of each class to make both of my students more interested. But, this adds a bit of and ethical issue. Is it really correct to use incentives as bribes to make them work better? Is it good if it helps them learn and enjoy more?
A few weeks ago, my classmates and I discovered that most the students living there love art and playing with colours, but, don't get an opportunity to do so. So we collectively planned to learn small techniques from our art teacher and pass them on to our students once a month. We decided that we would do this every first Saturday of the month. And I am very glad we did think of this idea.
I had planned that we would study math for one hour of our time and allot half of an hour to the painting. I was so excited and happy to notice that both of my students were highly willing to work twice as hard as usual just so that they could get extra art time. Both of them were having problems understanding the concept of volumes and I went prepared to be patient, but, I was surprised to see them so determined. In the end, we satisfactorily finished learning the concepts and had enough time to paint.
We painted with primary water colours. Initially, they were reluctant to learn official techniques in painting, but, then they discovered that knowing what you do makes you enjoy things more. This was a lesson for me too. Overall, this was a very enjoyable CAS activity and it made me realize two major things. One, that just teaching things dryly makes them boring and hard to understand, but, using realistic examples and connecting with things they like helps to overcome this problem. Two, that people work better if they have incentives to look forward to. This made me think that I could probably add some small motivator at the end of each class to make both of my students more interested. But, this adds a bit of and ethical issue. Is it really correct to use incentives as bribes to make them work better? Is it good if it helps them learn and enjoy more?
Hi Aditi,
ReplyDeleteSometimes, circumstances makes one adjust to the situation. Your work and their need to be taught has to be synchronized, by whatever honest means possible. The ethical dilemma which you faced is similar to that of a child being offered chocolates or sweets to behave or be disciplined. Provided that the reward is something constructive, I see no problems with the incentives. I appreciate the patience and resolve you showed in making them understand the topic.
Keep up the good work
CAS Coordinator
Hi Aditi,
ReplyDeleteI liked your planning for Mathematics teaching as you were aware that your students are not very good at Mathematics. I appreciate the way you changed gears from Math teaching to painting, which was thoroughly enjoyed by your students.
Keep it up.
With best wishes
Purva Jha