|
An array of teaching methods is employed to address the needs of students
who have different learning styles and come from different socio-cultural
backgrounds. The faculty at VJIM is sensitive to the individualised student’s
learning needs and endeavours to create a positive impact on their learning.
Redefining teaching objectives is influenced by
- Expanding knowledge frontier and its preservation
- Self-understanding, self-discovery and imaginative thinking
- Developing oral and written competency.
Ideally, a good teaching method shall possess some elements that are
conducive to generating strong desire amongst students to learn.
Tutorial is one such method where personal attention is paid to the
student. It creates a competitive desire to excel amongst the peers. It
is a great challenge to address the problem of heterogeneity of the
student�s mental abilities and Tutorial is effective in order to level out
differences in a heterogeneous group of learners. Awakening interest
in the subject is part of VJIM faculty�s responsibility. This is ensured
by increasing capacities to lead a group of young students through
the subjects and creating curiosity and questioning by the students.
The faculty customises and fine tunes the instructional objectives to
the learning needs of individual student.
Another method of instruction is the "Socratic Method" where
"serial questioning" is used to whip the curiosity of the student in
the form of philosophical enquiry leading to discussions and
agreeing to certain assumptions for the acceptance or rejection of
the answers.
Some of the instruction methods that are followed at VJIM are
- Engage the students in rigorous intellectual exercises. A good
amount of reading, thinking and independent work is exercised
by the students.
- Regular positive criticism, challenge or stimulation of the students
during the class sessions based on their reply / discussion.
- Allow the students with patience to acquire a gradual, orderly
and sequential progression from a broad and relatively simple
level to one of much greater depth and complexity.
- Last but not the least, classes are designed in such a way that it is
different from what the students are used to, emphasizing
examples, demonstration through numbers and facts, relating to
real life situations or relating to inter disciplinary learning
Whatever be the teaching strategy a faculty adopts, the overriding
consideration has invariably been the teacher’s concern to sustain the
student’s desire to learn.
|
