I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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qulirative natue of leming. On the other h|nd, leaner-cenrered<br />
teachers and stud€nts se lhat th€ conv€ntional division of l€$oB is<br />
€ther a.biFary and following d|at division litemly is not a mul.<br />
Every thirg is lefi 10 tbe situation and to the difrer€ Dadies. which<br />
can decide whd! and wture to stop a lessorl h additior! fo.<br />
l$mer-centerecL€ss lssoDs ar€ not an €nd by thens€hB; Elhs ir<br />
is th€ in@ction ard the ov€ra]l exD€ri€nce. whicb m<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>crs-<br />
Item number (7) is relared lo th€ noise naking duins gmup<br />
activilies- This is mther ee3htes, of lesffi{are.€drpcr and it is<br />
a well-ackiowledscd pmblem. Ir is consider€d an avoidable evil as<br />
a pnc€ for the inienction aDd active learnins Geven. I 979: l2).<br />
rhe followins response has !o do with dlc .esearche<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>@her's<br />
hardniri.a on ihe btack bo3rd. The sruderrs are mt<br />
accutorled to the way he wriLes whjch may be d;<strong>tr</strong>e€ Fom dEn<br />
actual Lechers . Howevs, rh; ds mr r€tale ro rhe expsi@nr.<br />
h iiem (9) four sMents out of the rotsl nurnbe. (208)<br />
comphin of dE abs.nce of b-astadob ro AEbic. I}€rc is nor,\inc<br />
rbange. abour rhis for ir is difficulr to imagine tllar a deep_rcore;<br />
habir l<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>e leachi<strong>tr</strong>g t<s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong>cugh FdEtadon can be forgonen earity and<br />
within ths shorr pe.iod of dme. Fu<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>hea learnm di<strong>tr</strong>er in rhei.<br />
nodes of leanilg and even uder learEr-{enreredless rbere mis<s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong><br />
be rEny leameG who favor rh€ 0zdruonat way oi,eachiry. B; a<br />
nention should be nlade in rctarion ro rraBl<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>ion and that le!t@_<br />
cmiercd appro&hes do nol forbid r,anstation or rI. use of the<br />
mo$er lolgue. As a @ner offac! tlE rlotll€r rogue (MT) codd<br />
be us.d if il helps coDrnunic€rion ad fa.itirstes mt€ra.non ard<br />
w qstaDdirg. (Nalas.o iD A<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>her. 1988: j5) poinrs our<br />
''rh...e ol 'h. @$.r rodsu b chdk uxrduJdi.s {n<br />
pmwc .xpurat'on @ br very podutiw ad nuy ,rud.nrs<br />
shurd b. v€ry tetcd,f rh., wE rotd @t to do e h is<br />
rh'y' wordry disng Lb. .dv.drg6 ard disdvldre4 of<br />
ffinue b D. Dtba blfu,.<br />
. TIle resr of rhe ilems (10,11,t2.13,r4) arc of very li<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>te<br />
relevec€ to the snrdy in h.Dd; they arc norc or l*s rclarea' ro te<br />
le5ch€r's p€rso.aliry or fte macnal qualjty.
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