I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

edh sNdent .an contibute some thin& So d;f€rcnt ided at!
expected and arSrme<strong>rt</strong> My dise. There is no sp€cifc form lo the
way of conducting tF lesson. The O?c of discussion will fnally
det.rmine thc dirEctiorl
--
The !.acher codd a5k questions, which he himelf does not
k ow $e a wer. TNs is a very imfJo<strong>rt</strong>aDt elenent m leam.r-
-- The teacher do€s not predetermine each steP or sEgE; mlher, ue
sM€nts' nelds dir€.t lhe lerson siagp's. For exaDple, ifa difrcultv
&i!€s f'om misudqstadine of <strong>tt</strong>E lcsson o. a pa<strong>rt</strong> of the l€sso4
studmts @ work in grolps or pairs to 6!d olt the ar$wer to ihat
difrculry.
-- The leacher's min role is to affwer questions put by the
stud€nts std to help them to fnd answcB io tbos€ questiots atd to
Thb ;s the fiEt leson to b€ lawht wde. the le$ner- c€ntercd
!pp'@}t, and the t@cbs's rcle is iDPo<strong>rt</strong>ant -He should show lh€m
how ro orsani4 tlEmelves in smtll groLps .nd p€irs. At lhc sam
time hc should dBw their anention to the iDlorlance of cach
individual involvem€nt in dE !€.ious activities.
--
Students should be made awa.€ of the inPo<strong>rt</strong>ame of the fieedom
of choice of tlEn *yb of lelming ot apFoaching. c€<strong>rt</strong>ain aclivitv
Here, in lhis very lesson for exrmpl€, snrdents can decid€ wh€ihcr
to st n F.ding the A|bic ot lh. Englkh ve6io$ as dF two po.tDs
are writicn in English and next io ih.! drre i5 a lranslalion to csctl
Il dnuld b€ remembeRd lhat fr€.don of choice of doinS a ctriain
rak h one of the leam€r-c. e€d .pp@h feanrB. Th€
phnosophy behiDd il is that eaoh snlde nas bs oM way of
leaning and also his om s<strong>tn</strong>teSies, lthich nav difer comPletely
fiom lllst of the otha learncrr.
- In this lessn student! should be $aimd to gr'r€is words nom
thcir conrext Thi! is a very imponanl skill in lhe ledEr-ondl.d