Interaction in the Learning Process - Essay Example

Interaction is an important element in the educational practice. Studies reveal that contribution in class amounts to 30% of talks. This arises when a teacher is in class, and imparts knowledge on the students. Studies reveal that during the process of talking, students acquire knowledge, and they also learn on how to express themselves (Kerry et al, 2004). However, this is just a drop in the interactive process of learning. This is because, when a student is a child, he is a persistent questioner. He or she asks a lot of questions, and demands an answer from the person in whom the question is addressed to. The main purpose of their questions is to explore the environment around them, and learn as much as they can from their older peers, or parents. When they grow up, and in classrooms, the numbers of their questions drop significantly. There are three kinds of classroom interactions, namely teacher-student interaction, student-student interaction, and student to others interaction. Others refer to the invited guests, or speakers who possess a particular knowledge that they want to impart on the student (Brooks et al, 2007). Interaction in a learning process is an important element of learning, and this is because it creates a culture of learning, and encourages students to take responsibility of their learning process, and outcomes. This paper analyzes the role and importance of interaction in the process of learning and teaching (Capel et al, 2005). This paper denotes that interaction is an important practice in the teaching process and any educator must practice this policy in order to achieve efficiency while imparting skills, and disseminating knowledge. Interaction in teaching and learning enhances efficiency in the use of language, therefore creating an efficient communication process amongst the various parties concerned. Gardner observes that by efficiently using a proper and understandable language in a class room set up, an instructor gets the capability of disseminating knowledge and information to the learners (1999). During interactive sessions, a leaner manages to develop his or her use of language. This is because they express themselves; in the process of asking a question, or making a point. By using language effectively, an instructor gains the capability of imparting knowledge by using the necessary resources and materials. Gardner (1999) denotes that this will enable a student to acquire a wider base of knowledge, and therefore enhancing the process of learning. Effective language use enables an instructor to build upon the contributions of students, and this creates the culture of learning. Dean observes that, through language, an instructor gets the capability of negotiating with his students on better learning methodologies that are beneficial to the learners concerned (2000). Through effective language use, students gain the capability of providing feedbacks on the effectiveness of an instructors teaching process, and capability. Basing on these arguments, interaction in teaching and learning process promotes the development of language use. This is important and beneficial to the instructor and the student concerned, because language is the core element of communication. Without language, teaching and learning cannot take place. Communication enables a student and an instructor to reflect on the important aspects of the lessons in question. By reflecting on the important aspects of their lessons, a student cements the skills gained, and the information acquired. Interaction during the learning process results in a learner understanding the concepts, values and principles that are taught by the instructor. This is because the responsibility of learning is vested upon the student, and not the instructor. Scholars observe that knowledge is construed in the social context, and to disseminate it, the process of socialization must occur (Arends, 1997). This process is only possible through the process of interaction during the learning process. In regard to this, interaction in the educative process is important because it enables a student to pick up the necessary knowledge and skills targeted by the educator. This process ensures socialization, an essential requirement in the learning process. Without socialization, learning cannot take place. This is because there will be mistrust between a student, and an instructor. According to scholars, learning is an active process whereby students must discover new concepts and principles by themselves (Blum, 2004). This amounts to asking questions, seeking guidance from their instructors, engaging with their peers in classroom discussions, and learning through experience. Learning takes place through the social actions of students, and instructors, and this is because when the speech of an individual and his actions meet at a particular point, the mind develops. A better illustration of this is the fact that actions enable an individual to construct meaning by their speech. The meaning is then connected by the culture, and perception of the individual’s environment. Gardner denotes that interaction helps a learner to acquire knowledge by themselves, because it is their responsibility (1999). Interaction enables a learner and an instructor to acquire knowledge from each other, and this makes learning as an objective and a subjective process. On this note, the instructor must integrate his values, beliefs and background as part of the learning process. This will create interplay between the task at hand, and the learners in question. Interaction in the learning process enables a student to compare the knowledge he has, with that of the instructor. He compares his knowledge on the basis of an existing misunderstanding between the instructor and him or her. On this note, a student gains the opportunity to understand and seek clarification through a variety of interactions between him or herself, with the instructor (Dean, 2000). The problem encountered while fulfilling the task, is the link between the student and the instructor. This interaction forces the learner, and the instructors to develop an understanding of each other’s view points, and thereafter, consider their own values, beliefs and standards. This is for the purposes of reconciling their areas of conflict and misunderstandings, and basing on this, the learner manages to acquire knowledge from the instructor, and on the other hand, the instructor manages to acquire knowledge from the learner. Dean (2000) denotes that it is important for an instructor to create a conducive environment that will make it possible for a student to interact with their instructors. To achieve this goal, an instructor can use teaching tactics such as apprenticeship; problem based instructions and anchored instructions. Gardner (1999) denotes that these techniques encourage the process of interactive learning. Interaction helps the students to collaborate with each other during the process of learning. They do this by engaging with each other on the various tasks they encounter, and through discussions, they arrive at a common point of knowledge in relation to a specific topic (Gardner, 1999). These group discussions enable the students to know of each other’s point of view, and they correct each other in case their point of views, contradict with the actual knowledge of the situation. In regard to this, learning is facilitated, and new knowledge acquired. In conclusion, interaction is an important element in the learning and teaching process. This is because it enables a learner to discover knowledge by themselves. Interactions also relay the importance in which the learning process is presented, and the environment in which a learner needs to operate in for purposes of acquiring knowledge. Interactions make it possible to challenge a learner on the different tasks at hand, and therefore increases the mastery of the concerned skills in which an instructor aims to impart on the learner. On this note, interaction during the teaching process is a social phenomenon that enhances the efficiency of disseminating knowledge. Bibliography: Arends, R. (1997), Classroom Instruction and Management, New York: McGraw-Hill Blum, P. (2004), Improving low reading ages in the secondary school: practical strategies for learning support, London: RoutledgeFalmer Brooks, V. Abbott, I. & Bills, L. (2007), Preparing to teach in secondary schools: A student teachers guide to professional issues in secondary education, Maidenhead: Open University Press Capel, S., Leask, M., & Turner, T. (2005), Learning to Teach in the Secondary School: A Companion to School Experience, London: Routledge Falmer Dean, G. (2000), Teaching reading in secondary schools, London: David Fulton Publishers Gardner, H. (1999), Intelligence Reframed: Multiple Intelligences for the 21st Century, New York: Basic Books Kerry, T. & Wilding M. (2004), Effective Classroom Teacher: Developing the skills you need in the classroom, Pearson Education Read More