We teach children, but it seems that few teachers actually teach children how to learn.
When I first started teaching, I taught preschool. Having been thoroughly trained in the art of teaching, I knew what I was asking children to do, and why. On top of this, children learn through play at this stage so learning comes naturally and, for the most part, they are eager to learn. As I progressed up the grades till I was teaching high school and later lecturing at tertiary level, I realised that children often do not know why it is that they are being instructed to carry out tasks. Possibly a custom from years past where children are not encouraged to think independently or question their teachers, they do what they are instructed to without knowing why. This leaves them feeling out of control and having little ownership of their learning process. At this point, I began explaining to my high school learners why they needed to carry out tasks and activities that they otherwise thought were pointless. When we don’t know why we are doing something, it lacks the learning value that it may have otherwise had, reducing its potency.
The Academic Mentoring and Coaching Programme takes learners and students through a journey of self-discovery using reflective practices and learning theory, enabling them to take control of their learning experiences and study. Our learner-centred programme assists young people in developing study skills which suit their personality and learning needs.