ByWalter Ng, writer at
I love great characters, solid plots and an intriguing story line to pull me in. There's also nothing better than a visual medium that makes
Walter Ng


How do you remember your teacher? Do you remember them fondly or the subject instead? There is a line. And the line is this; the subject could be taken in easily by the student if they feel very passionate about it or enthusiastic about it, then they will only remember the subject but if they don't, and the teacher comes in and helps them out in aiding them because of the future they know is possible, then, the student will remember the teacher fondly

For me, a teacher is a second party nurturer, meaning they take the time, to explain, to ensure that the students understand their work, they take the time to explain it slowly. They have an instinct, they cannot deny, they can sense the glaring eyeballs of the students if they don't understand something.

Of course there's also the saying that it's a two way street that the student should do something and approach the teacher. But if students do and they students still don't understand the subject in question or a certain problem, is that still the student's problem. Most say it is, I say it's the approach.

There's a lot of which where an approach is done in a way that everyone understands, a lot of people would say that it's the style of the teacher, and that is true.

For me there is a difference between wanting your students to engage, and engaging your students. What's the difference you ask? Well, that's a good question, again, it comes down to experience, and instinct, a feeling of your room, the audience if you will. The thing here about it is treat your students as your audience, and if you want your students to understand something adapt, be open to opinions, but if you constantly adhere fear, and belittle your students, then the students will forever be closed about the idea that you're trying to convey.

Then it comes down to individuality. How do you convey an idea to thousands of people? Well, try to simplify the idea as best as you can, encourage, meet ups and maybe a little bit of extra classes if you can, but if you really want to try to keep it within certain perimeters then, you're just going to have to change your structure, meaning, try to change the method of explaining, try something new, adapt, be adaptable, maybe try to add some visual aids.

This all comes to it being a three-dimensional thing now. With technology today, we often assume that students are going to research on their on time, but with a lot of subjects on their hands it's fair to say that most cannot, either, the inability to buy that kind of technology or that they do not know where to start, or they do not simply have the time. Let's say in particular that there is extra classes but if you keep the same style as your previous lessons, there's nothing that lights up the idea, that's why there's a need to recap it, but if you were adaptable and you were able to find and interesting way to take it into, then there is going to be the possibility that the student will say, hey I know I've seen this somewhere but can't put my finger on it, then the educator would proceed to teach the lesson and by the end of it would connect on the three things that they've used per se. And the best way of that that I could think of at the top of my head is again visual aids, because, students today, are actually very attracted to visuals, especially something that sparks some intrigue to it.

There's something to be said about syllabus approach as well, if it is a difficult subject, then you should approach it very cautiously, taking into account of course the time perimeters that you have. And the other thing is your goals as an educator, are you simply there to teach a lesson? Or are you simply there to take a paycheck? Or are you willing to go to the ends and beyond to ensure that everyone is inspired to learn something new, to embrace the challenge, to rise to the occasion. Don't make students feel bad about their grades, tell them that it's okay, to see you later just for a little chat, just to discuss their weak areas, just to make them feel assured that they can do it and have the motivation to do better in the finals. It's similar to movies, there's always going to be bad movies that you like and certainly as an educator, there would be some students that catch your attention, but if you give the same chance for a bad movie to look at it and maybe have another perspective on it, then why not your students too? Is it too much of a task? I don't think so. I think just because educators feel a certain amount of authority, doesn't mean that they can enforce it, they can choose to use it for the betterment and for a cause to build a brighter future

In the end, yes it could be that the students could be lazy or that they can't understand something because pre-conceptions stand in their way, or it could be the style of the educator to start with, but whatever the reason is, the starting point has to be somewhere, and in my opinion, it is the educators, because again, they are our second party nurturers because, we regard them as our secondary parents, because we spend most of our lives in a schooling institution. And for us students, we want to believe that educators, would do anything and everything to help the students, and not just assume that the students don't want help, especially if the educator turned down students who did want the help, it would make the others fear that, it must be their own self, but in reality it's really others too, the only thing is, fear and prejudice.

And in itself, the educators are the secondary role models as well, and should always aspire to inspire.


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