I like to master my work in the best way possible, so I worked very hard to prepare the scientific curriculum and present it most easily. I used to get very frustrated when I notice some students acting carelessly, I cursed them and only made judgments, (this is a lazy student.. and this one is reckless.. how can they miss the chance of simplified materials, and the great effort that had been done on it…etc.). I kept searching to find a way to build relationships between us.
Perhaps one of the most enlightening moments I’ve ever had, experiencing the Journey of Active Deep Learning eXperience; It gave me a lot of insights.
I may have been arguing for a while about the feasibility of applying these methods, but I saw incredible results after doing so.
I can see clearly now that the mechanization of learning is fiction. Also, I learned that the relationship between the teacher and the student is basically a human relationship.
I bet that getting to know the students, calling them by their names, asking about the sick ones, and offering help whenever possible will improve the students learning. This attitude has an impact on the student’s readiness for learning and increases their passion for the courses, doubling the impact of traditional teaching methods.
I can see now that no matter how much effort you put into explaining the subjects, and no matter how much you study teaching methods; It will not bring results unless you start from the learner-centric approach.
Eventually, it will be time for me to abandon the rigid patterns of teaching that I have been taught. Rather, I will sit humbly in front of the learner and learn the appropriate methods of learning from him; He is a really good teacher!
Now, I can clearly see that mischievous students aren’t necessarily bad, and don’t always deserve punishment. Instead, I have learned not to judge them. Rather, I allowed curiosity to replace anger, tried to find out the trigger stands behind the misbehavior, and do my best to answer this question: “ what can I do to help this student to be better?”
By asking myself this question, I got thousands of radical answers and creative ideas that had never crossed my mind when I was busy thinking of ways to punish him.
This summer, I was assigned to the failure students’ class (summer course). It was a big challenge for me as well as for what I have learned at ADLX.
“Will it work for those students?“
“The student who failed at this subject lost his rights; I have explained the lessons, made revisions, gave you full attendance and activities marks. I also set an easy exam, considering the conditions of Covid19, I was very lenient with the correction, so tell me; What is your Excuse?” that’s what was said by the professor of the subject at the beginning of the lecture.
It was in my sight, hearing, and perhaps my mind as well. But I struggled a lot to not pass judgment on them; even if it was between me and myself; I insisted on seeing the situation from their perspective, and putting myself in their shoes.
I found it a ridiculous feeling to study a subject for the second time, especially if the student did not intend to specialize in it. I saw how painful it is to have to go to college in summer and at the height of the heatwave, while the rest of my colleagues are resting. How painful it is to go to university on Thursdays (weekends)
I brought chocolates for the students, I arrived to class before them; to welcome each student and get to know them. Most of the students were very surprised by this attitude and seriously wondered; Is this chocolate for me? And why? “To welcome you at the beginning of the course!” I replied with a smile.
When they all arrived, I began to share my thoughts with them and expressed that I truly understand their feelings.
“Each of you could say to himself, “Bravo”; Because he was able to come and attend this class despite all these frustrating thoughts.
However, let’s look at the bright side of it; The university decided that the ones who failed for the first time will get the full exam marks and not just the passing grade (due to the disease’s circumstances).
Perhaps if you barley succeeded in the subject, you would have obtained a low grade that will inevitably affect the cumulative grade, but now you have the opportunity to get the highest grades.
It is an intensive course and it will only last for six weeks then you will have a vacation; And I promise you that I will do my best to make the curriculum interesting, light, and sprinkled with games,” I finished my words enthusiastically.
To my surprise, I found the students (who had been misbehaving before during the lecture) sitting and listing attentively.
Nevertheless, when I started to give the lecture, some of them started mumbling. I made it clear that I need to focus during the lecture and that is why they must be quiet, they just responded.
At the beginning of each session, we revised what we had learned during the week; through educational games; Students are divided into pairs and told that they are allowed to use the textbook, the first team to find the secret word will receive a prize (a gift book or a National Geographic magazine – this month edition ..etc).I gave the students my phone number; to call me whenever they needed something explained. I was very happy with their constant interaction and unexpected interest.
During the final session (revision), I made 10 funny life stories, through which I revised all the parts that they studied, which raised their excitement and interaction.
At the end of the course; I hung a board with chocolates attached. I distributed two sticky notes: a green one on which they could write what they liked during the summer course, and a red one to write what they didn’t like; whether they didn’t like the things I did, or the things I didn’t do. I asked them to answer honestly and without mentioning their names; Then they hung the feedback on the chart and took the chocolate.
I was very pleased with the feedback and how satisfied they were. Also, I benefited from some of their observations, which I will take into consideration in my next work.
At last, one final question was left unanswered: Despite everything I did, there were still some students acting carelessly, they were absent a lot, evaded participating in educational competitions, and so on. Is this because they were unwilling? Or are there other aspects of their personalities that I couldn’t figure out?
If I can’t make the percentage of these students zero, is it possible to at least reduce it?
I gave the students my phone number; to call me whenever they needed something explained. I was very happy with their constant interaction and unexpected interest.
During the final session (revision), I made 10 funny life stories, through which I revised all the parts that they studied, which raised their excitement and interaction.
At the end of the course; I hung a board with chocolates attached. I distributed two sticky notes: a green one on which they could write what they liked during the summer course, and a red one to write what they didn’t like; whether they didn’t like the things I did or the things I didn’t do. I asked them to answer honestly and without mentioning their names; Then they hung the feedback on the chart and took the chocolate.
I was very pleased with the feedback and how satisfied they were. Also, I benefited from some of their observations, which I will take into consideration in my next work.
At last, one final question was left unanswered: Despite everything I did, there were still some students acting carelessly, they were absent a lot, evaded participating in educational competitions, and so on. Is this because they were unwilling? Or are there other aspects in their personalities that I couldn’t figure out?
If I can’t make the percentage of these students zero, is it possible to at least reduce it?
Indeed, no matter how hard a person tries, he will never reach perfection.
Perhaps this is one of the meanings of the well-known supplication: “Oh God, make the best of my deeds their last.”
I will always strive to improve myself. I will sit humbly in front of my students, learning from them treasures and keys to solving problems day after day.
Assyah Elgendy
Demonstrator at the Faculty of Human Medicine – Physiology Department
Appendix 1: Model for educational games
