Perception plays a vital role in determining our life-satisfaction and the way we tend to live in real time. Our decisions are strongly influenced by our perception irrespective of the facts of life. Does this also happen in teaching and learning in higher educational institutions (HEI)? The evidences tend to suggest that perception of teaching by faculty do influence their teaching style and decision on pedagogy, while the perception of learning by students tend to affect the learning outcomes. Read more to know how and why…
There is a lot one can learn from public policy debate and research on happiness. The quest for alternative development paradigm, away from a mere income-centric approach, has provided many take away for personal life. Income may be essential but not a sufficient condition to ensure happiness.
There is a lot to understand about how our mind works, rather how we can make it work for happiness. Happiness largely depends on how our mind views life. Here is an account of how we can guide our mind to ensure happiness & wellbeing.
New Year brings in the season of giving and taking greetings and good wishes. The most common of them is ‘Happy New Year to You!’. Does it really ensure or enhance happiness in our life? No guarantee, but our understanding of happiness enhancing factors and facets can help reclaim our health and happiness for a better life. Here is a series to focus on what all we need to know.
nd instructions seemingly spoils the learning-spirit of students and at times they tend to hate the entire business of ‘overly directed learning’. Leaving them alone helps. It encourages self-reflections, self-learning and most importantly breaks the monotony.
COVID-19 pandemic forced teaching and learning to go online in a big way. Teachers and students both embarked upon a journey into several unchartered territories of online world. It all started with difficulties and subtle sense of negation. Then started the phase of explorations, experimentations and adaptation. Finally, as it got extended further, there started a third phase wherein both teachers and students admitted their love for online teaching and learning. This empirical story of exploration through the three phases of negation, adaptation and falling in love with the online teaching and learning reveals perfect demonstration of ‘Stockholm Syndrome’.
Feedback is a magic wand which can open several gates of learning for students. However, the efficacy of feedback as a tool of learning would largely depend upon the manner in which feedback is given as well as the time when feedback is executed. As a faculty we must also learn the art and science of taking and giving feedback, of course both formal and informal.
Passion and purpose are central to building an academic culture and they are also interchangeably depending upon each other. Without passion, no purpose can travel a long way, while without purpose, passion alone cannot produce desired results. If we continuously work on these 4 precepts, it is possible to build an academic culture which delivers, thrives and resonate with students and faculty in equal measures.
Indeed, there are bad days in our teaching experience, but, we also have several wow-moments in our teaching. A day to reckon with and a day to remember forever, for many things we did in creating such a wonderful experience in the classroom. Appreciative inquiry allows focusing on positive and happy experiences towards building better teaching plans and of course our future as an effective teacher.
The hallmark to lead our new generation of students in right direction is to strongly demonstrate what precisely we expect them to do. Students get energised and motivated to do more when they see teachers amply demonstrating qualities, in words and in action, which they really wanted students to develop. This is especially highly applicable when it comes to our ‘first generation learner’.