Cycle of excitement building

As we think further about the cycle of learning or, in other words, the cycle of excitement building, teachers need to follow certain systems to ensure that the cycle of excitement is created in classrooms. Because, the cycle of learning enhances the cycle of excitement of a child.

Unless the cycle of learning expands, learning can be monotonous. But, how can a teacher achieve an ever-expanding cycle of excitement? And, what is the biggest challenge of a teacher?

If there are 20 children in a classroom, and all the 20 children have the same intelligence level, awareness level, literacy level, and talents; teaching would have been very easy. Unfortunately, 20 children have 20 different levels of excitement. And, this is where the teacher’s challenge will really pop up: How to teach in a classroom of students with different learning needs?
The moment the learning needs of all the children are not achieved, the teacher shall fail in two ways. What are those two ways? The first failure is when the students do not perform well. Children failed because they did not get an effective differentiated learning.

Weak learning and good learning are two sides of the same coin. A child will be good in one subject but may be weak in another subject. Therefore, teaching has to happen with the help of an effective differentiated learning method. Then children will not feel discriminated against and will be excited.

But, how can a teacher achieve the cycle of excitement building? Where is the starting point and end point of the cycle?
Let us begin with the end point.

The end point is the learning outcome of 20 children. If the teacher doesn’t know the learning outcome of the 20 children, how can the teacher come with a learning programme for the next day? So, for the teacher the biggest challenge is to understand the learning outcome and the levels of outcome of the 20 children.

A teacher needs to have good mathematical skills – the numerical ability – to convert learning achievements and outcomes into digital numbers. The creation of the digital number is not only through an assessment conducted at the end of a lesson but also through effective activities. So, the teacher has to design – preferably at convenient intervals (chapter-wise and subject-wise) – assignments, worksheets, projects, and activities. All these should work focusing on the different talents of a child should be captured into a digital format. This would help the teacher to analyse and understand where the child stands and which areas need to be developed.

Unless this data is created the teacher is in the dark. The teacher doesn’t know what the medium of teaching should be: “Should I focus more on projects or will debates help my students or should I emphasis on reading or distribute more colour sheet assignments or a merely classroom learning will help my students?” Thus, if data is not created and analysed, then a teacher does a lot of guessing work which will affect the excitement of the learning of a child.

Now tomorrow’s lesson plan, the lesson plan for the next chapter, the entire lesson plan gets reworked, modified. Because the teacher knows this lesson plan has to include my 20 children from different angles. A teacher who knows how to use the student data effectively will modify the lesson plan, the teaching aids, and the teaching methods accordingly; thereby, contributing to effective teaching.

Such a teacher is in contrast to the teacher, who unaware of the relevance of data analysis, writes a lesson plan, delivers the lesson in a more or less, uniform and monotonous manner, and the attainment is measured in an indifferent manner without testing the child from various angles – neither comparison nor contrast. Such teaching goes on without recognizing the talents and capabilities of a child. And, such learning becomes monotonous and boring rather than excitement. Thus, data creation and analysis are the key to learning that excites every child.