In what many view as the “old-school” teaching method, focus seems to be largely on the ability to absorb information as it is given; and academic excellence is measured based on this. Pupils who excel through this method are usually those who are able to take in information, quickly etch it into their brains without processing it extensively, and then spit it out during tests and examinations…or in simple term “Those who have mastered the skill of cramming”. As a result of their ability to cram, it would appear as though these students are more academically sound than those who may not be as conversant with the skill or may not view it as their ideal method of learning.
In some schools and homes, poor classroom performance is a punishable offence. So through this old school style many, albeit clever would return home with poor results, ready to suffer the consequences of their perceived inability to excel. However, if we take a critical look at the children around us, there are many who may have difficulty learning though a rigid and instruction-based approach. These are children who may be teased by their peers, sometimes by their teachers and in some cases even by their parents, for this inability to comprehend what is being taught or to pass examinations. Now, imagine how embarrassing it is for a young child who falls victim to this, especially one who is not exposed to an environment that boosts his or her self-esteem.
At the early stages in life, children may not have built enough self-awareness to establish when something is wrong with their ability to learn optimally. So it is up to schools, teachers and parents to observe these children carefully and detect why some are indeed slow learners or why a certain teaching method may not be suitable for a particular child. It could be that some children are lazy and need to be motivated or may not be getting the required support from their environment at home. Others may actually genuinely have a learning disability. Back in my days at primary and secondary school, I was initially not aware of anyone who was identified to have had learning challenges. There were however, a few people who were constantly on that list of poor performers, and when one of them moved abroad to continue school, she was discovered to be dyslexic. From then on, she got the required support to put her through school and eventually gained admission into one of the highest-ranking universities in the world.
Learning disabilities were detected in the western world since as early as the 1800s, and it is quite impressive to see that now in Nigeria, we are beginning to identify them as real issues and pay closer attention to our children rather than ostracise those who may have otherwise been viewed as slower learners.
Now, what about the cases of those who have talents in other areas, the Gifted and Talented children? In the past, at some schools in our environment, being talented was not necessarily “cool” especially if this talent did not agree with what was popular amongst peers or to teachers and school management. As a result, those who may have had such special skills may have hidden them from their peers and the world; or even worse, some would have given up exploring them further and would never know where these talents could have taken them.
One of the main issues with this other side was the lack of focus on extra-curricular activities in Nigeria, although interest in this is beginning to boom.
What the educational system needs to focus on is importance of becoming a well-rounded individual who is involved in activities other than studying and cramming and can learn to process information optimally. Additionally, important life skills cannot be developed through studying for and excelling in examinations alone. The beauty of having a well-planned curriculum, which also places great focus of the method of teaching as well as a sound extra-curricular programme, is that it presents the opportunity for children to learn certain skills that they would need later in life in an environment where they are comfortable.
Apart from the core talent development, they develop organizational and time management skills from juggling their academics with other activities; social and team-working skills from interacting with others outside their classrooms; and many more. These skills cannot be taught through learning in a classroom through instruction; they are developed in a more passively through exposure to different environments and activities.
The importance of individualised focus and all-round development in the education of our children cannot be over emphasised. It is imperative that we continuously take these into consideration so that we give our children the best educational experience such that they develop into highly effective adults.
OYIN EGBEYEMI
