SLC | S21W1: Developing a Learning Contract

First, as a teacher, we need to understand that effective learning cannot be achieved without a plan. I go to class with my plan, and by carefully outlining this plan, I come across a question that is simply asked. I give a possible solution even before getting to the class, and when this is encountered, the teacher will find it very easy to tackle this problem, fostering effective learning

There are factors that affect learning that are categorically grouped based on the environment, educational policies, student interest, and teacher obstacles. I will be looking at the student policies. The first reason is because these are the people we wantlearning to be achieved in them, and they are in the top prior.

Effective learning can be hindered by the following:

Lack of basic knowledge: Most concepts are ambiguous, but a student with experience does not need a more rigid explanation to understand concepts better; for instance, a student who has never used sodium chloride, the well-known table salt, may be very unfamiliar when an explanation is done on it.

Language barriers: In Nigerian public schools in towns, we have students from different tribes coming to study, and teachers are mostly indigenes, meaning that if the state speaks ibibio, the teacher should and must know how to speak it, and while teaching concepts that seem ambiguous, the teacher most times uses his own language to make it clearer. A student who speaks igbo or yoruba may not understand, and the concept becomes clearer to a student of that language.

Behaviour issues: Many reasons why most leads have behavioural objectives; it is given to spur up learners interest, but in most cases, the behaviour of the student towards a subject determines whether the student is interested in learning it or not (motivation).

Psychological challenges: I often hear students say science is hard, so I will study art in high school. Now this is a psychological problem; they already have the fear that they cannot do it, so this creates so much anxiety in them.

The above are student-related factors that indirectly become the teachers obstacle in the classroom.*

Overcrowded curriculum: The curriculum shouldn't be rushed; certain concepts are taught at certain ages, and so when setting the curriculum, this should be considered.

Insufficient resources: If the teacher is not provided with the neccessary equipment, learning will not be possible, so up-to-date material must be given to teachers.

Poor infrastructure: Some months ago the Bangalesh were complaining of floods that came as a result of rain. Now imagine in such a rainy place like Bangladesh and students are under a leaking roof. Do you ever think learning will be achieved? No, it is impossible; it affects both the teacher and the student.

So far a learning contract has helped me; it has given me a clear objective; teaching must have a focus and a step; teaching is ordered, and for learning to be achieved, that order must be followed. I put down what I want to achieve at the end of the lesson from the student, and achieving this makes me realise that my contract is working properly. Another thing the contracts help me achieve is that they help me know the student interest, especially during the lesson presentation; this helps me shape my step and devise means to spur up learners interest.

• The first thing is the specific objectives. In the course of learning, students are expected to achieve something, and these are written by the teacher in the contract to review whether it has been achieved or not.

• Instructional material and reference material must be included depending on the concept and the level of the learners. For nursery school, an eye-catching visual representation is always prepared by the teacher to draw pupils attention.

• Evaluation: Though most evaluations are done in the course of the lesson, a special section of an evaluation must always be in the contract to assess student performance.

After my evaluation, mostly tests and assignments, I get the script and do individual checks. I look into the downfall of each student to see which part had the most failure counts; it could be that they don't understand that concept, then look into new ways of inculcating learning.

Parents at some point should be involved in this process so that they will know what material they are to supply to their child if they have the capacity, and another thing is that a teacher must be a motivator; you can always appreciate those students that an improvement is seen so that they will perform better.

^{PICTURES ARE FROM THE HOME LESSON I CONDUCTED FOR A CHILD}

I would love to see @dexsyluz @pea07 and @jyoti-thelight stop by