BENCH MARKER
A key tool for learning
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More focus on seminars is needed to equip students in a better way.
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LEND YOUR EAR PLEASE: Though seminars pose a challenge to teachers' creativity, they motivate students in a resourceful way. Photo: C.V. Subrahmanyam
The University Grants Commission in its wisdom suggested a long time ago that seminar should be incorporated into the timetable in all colleges as an important learning strategy. This suggestion has been more honoured in the breach than in the observance by all.
The potential of the seminar as a learning opportunity has not been adequately explored. That this is one method with the help of which you can overcome the tyranny of the timetable, that it involves the active participation of all teachers as also students, that it is more a pedagogy of questions rather than received wisdom of answers are insufficiently recognized by teachers.
Process of learning
Asked to define the seminar, one tends to talk about the size of the group or configuration (whether you would sit in a circle or round a U shaped table) or about focus either on a theme or a text or about the function in terms of guiding /directing or facilitating. One would rarely talk about the intrinsic learning values embedded in the very disposition of this activity. Not many refer to it as an important academic venue where every student is enabled to discover his voice as also his view. It involves both a dialogue and a debate to explore and express one's point of view in the common pursuit of true judgment. What is referred to as `psychological ownership of learning', (taking learning into one's own hands) is enacted in the process of learning from each other.
Objectives
Seminar poses a challenge to the creativity and the resourcefulness of teachers. You need all the patience in the world to motivate students and give a patient hearing to all that they say. Planning for a meaningful transaction in the seminar involves, first of all, identification of the learning needs followed by learning resources as also fixing a time frame while outlining the objectives and the ground rules to be observed both by teachers and students.
One of the important objectives is to empower students to think on their feet, to present
an argument, to concede a point, to raise a question and to pose an issue. One is under no obligation to offer a solution to a problem with satisfying finality. One is more interested in exploring various approaches to an issue while providing space for individual perspectives. There is scope for lateral thinking while airing one's views not necessarily based on logic. The framework embodies democratic dialogue and gentlemanly exchange of ideas.
One can understand why the teacher has to do a lot of tight rope walking while playing the role of catalyst, regulator and guide all the while encouraging the students to shed their inhibitions and shyness to communicate freely.
The teacher gets to learn a number of things about the attitude and preferences of students. He has to exercise authority without becoming authoritarian, be friendly without being patronizing. One can get a lot of feedback without actually seeking it from students. Between the tutorial and the seminar, the latter offers a wider range of opportunities for training students in collaborative work avoiding unhealthy competition.
Unless Heads of institutions convince themselves of the value of the seminar and organise the activity based on meticulous planning, students will not be able to derive intended benefits out of this important academic enterprise.
PROF. C. SUBBA RAO
c.subbarao@gmail.com
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