Lest They Drown
"You can teach some people how to swim by throwing them in water. Do that with other people and they drown."
Undoubtedly, it's the same with teaching—some students thrive when a particular course is presented in one way, while others may struggle. The secret lies in recognizing that each student has their unique learning style, an invisible thread that weaves through the fabric of our daily lives. It shapes how we think, how we read, and even how we approach our relationships. Learning styles, you see, are the fingerprints of our cognitive world.
We can all agree that learners possess diverse personalities and preferences, but educators must navigate a labyrinth of considerations beyond these. Chief among them is the very nature of the learning to be achieved—be it concepts, principles, rules, facts, social skills, problem-solving skills, or attitudes. Furthermore, the constraints of time, budget, facilities, equipment, tools, and skills place additional demands on teaching.
The peril arises when students or parents lay blame on a mismatch of learning styles for subpar performance in class. Using learning styles as a scapegoat can hinder a student's willingness to put in the effort required for effective learning. Paradoxically, the belief in rigid learning styles can thwart one's educational progress by pressuring teachers to conform to these preferences, potentially compromising the quality of education. In this dynamic, course evaluations hold significant sway.
To truly embrace and respect the diversity of individual learning styles, I propose that teachers utilize instruments to identify each student's unique style. Armed with this insight, educators can provide instructional alternatives tailored to address these differences, while also encouraging students to explore and diversify their learning preferences. By doing so, we pave the way for more effective language learners, nurturing a richer educational experience for all.
Hassan Rahmeh