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    1.2 Tesol Assignment 2

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    prasadbbn
    The document discusses the difference between teaching and learning. It argues that what is taught is not necessarily what is learned, as learning depends more on the learner's readiness, knowledge, and experience. It provides examples showing that people can learn skills and acquire knowledge without formal education or even in spite of teachers, and that students learn from their peers and other sources besides direct instruction. The document concludes by quoting a Sanskrit saying that learning comes equally from teachers, one's own intelligence, fellow students, and with the passage of time.

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    1.2 Tesol Assignment 2

    Uploaded by

    prasadbbn
    140 views1 page
    The document discusses the difference between teaching and learning. It argues that what is taught is not necessarily what is learned, as learning depends more on the learner's readiness, knowledge, and experience. It provides examples showing that people can learn skills and acquire knowledge without formal education or even in spite of teachers, and that students learn from their peers and other sources besides direct instruction. The document concludes by quoting a Sanskrit saying that learning comes equally from teachers, one's own intelligence, fellow students, and with the passage of time.

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    1.2 Tesol assignment 2

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    The document discusses the difference between teaching and learning. It argues that what is taught is not necessarily what is learned, as learning depends more on the learner's readiness, knowledge, and experience. It provides examples showing that people can learn skills and acquire knowledge without formal education or even in spite of teachers, and that students learn from their peers and other sources besides direct instruction. The document concludes by quoting a Sanskrit saying that learning comes equally from teachers, one's own intelligence, fellow students, and with the passage of time.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    140 views1 page

    1.2 Tesol Assignment 2

    Uploaded by

    prasadbbn
    The document discusses the difference between teaching and learning. It argues that what is taught is not necessarily what is learned, as learning depends more on the learner's readiness, knowledge, and experience. It provides examples showing that people can learn skills and acquire knowledge without formal education or even in spite of teachers, and that students learn from their peers and other sources besides direct instruction. The document concludes by quoting a Sanskrit saying that learning comes equally from teachers, one's own intelligence, fellow students, and with the passage of time.

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    Dylan Wiliam, a British educationalist, told an audience that he taught his dog to whistle.

    The crowd
    was amazed and wanted to see this amazing feat. Dylan responded, “I taught him, but he didn’t
    learn it.”

    What is taught is not learned. What is learned is what is understood. What is understood is not
    necessarily what is taught. It is wrong idea that a person can be taught. A person can only be helped
    to learn. It all boils down to what the learner wants to learn, what the learner knows, what the
    learner expects, what the learner can do. There is a sloka in Sanskrit. I will give the translation “A
    teacher appears only when the learner is ready”

    Haven’t we, as young children, experienced going to a class, listening to a lecture for several hours
    and failing in the exam. We may also have experienced it the other way around; not attending
    classes regularly yet pass the examination. And failure does not mean we do not have knowledge in
    the subject nor it means we acquired knowledge if we pass the examination. In India, I see bike
    mechanics, who are not formally educated, can spot the malfunction and repair the bike in a jiffy. An
    engineer who is formally educated may not do anything. In my opinion, a student can acquire
    knowledge (learning) in the absence of the teacher and in spite of the teacher. These are just
    realities. If what taught is what is learned there would not be any failures in society.

    Let us look at this from the perspective of language teaching. I purposefully used the word
    ‘teaching’. Instructor gives lesson in grammar, vocabulary, pronunciation etc., Learners are given lot
    of information, but this information is not processed by their brains. What is taught in a classroom is
    followed by a rote learning process, that aims to score good marks in the examination. Rote learning
    is objective in nature and information is forgotten immediately after the examination.

    Swimming cannot be taught in a classroom. Even after taking lessons on how to swim, a learner
    cannot survive if the is thrown into a river. A skill cannot be taught; it should be learnt and acquired
    through practice. I observed students who learn English from movies were able to grasp language
    more quickly than those students who study language in a class.

    A student, when asked a question, gave an answer apart from what was taught. It was not what was
    taught by the teacher. The student came up with the answer based on what he learnt from his
    peers, what he learnt from previous readings, what he learnt from his parents/relations. So learning
    is not related to what is taught; nor is limited to what is taught. At times, what is taught is just
    supplementary information that can help students improve their language.

    Therefore, what is taught is not what is learned. What is learned is not necessarily what is taught. I
    will conclude with a translation of a Sanskrit sloka. (I wanted to quote the exact sloka but it is
    instructed that answer should be in English)

    “From the teacher is learned a quarter,


    a quarter from the student's own intelligence,
    a quarter from fellow students,
    and a quarter with the passage of time.”

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