Busting myths about after-school learning

To educate an individual, in today’s competitive world, would mean to fulfill a basic necessity for survival. In this period of technological revolutions and global development, there is no space for neglecting education, in contrast to the way it was some fifty years ago. For a society to thrive, individuals responsible for shouldering its foundations must be educated, thus leading to an unfaltering contribution to the community and its progress.

The quality of knowledge delivered, denotes the prominence of an educational institution. Exhibiting a comprehensive approach towards every discipline should evidently be an educational establishment’s forte. The aspects which cater to kindling a student’s interest towards one or multiple subjects are the introductory lessons of that particular discipline. Eventually, this interest gives rise to a passion encompasses the potency to push individuals to strive for distinction. This elucidates upon the necessity over the educational institutions being sufficiently robust in the delivery of proficient schooling to match up to the present educational needs.

However, the traditional methods of receiving knowledge which were only limited to classrooms are now being overthrown by the adaptation of novel technological innovations, by a certain set of schools. Cloud courseware, gamified representation of lessons, and many other transformations have assisted the education system to advance seamlessly. The approaches in which young intellectuals, in their tender age, were made acquainted to information have been colossally shifting.

Contemplating upon, the after-school hours and the entailing availability of surplus time and access to a plethora of resources, a student can devote in after-school activities to acquire more knowledge or new skill set. Narrowing this down, practically, the need to have more knowledge or skills is certainly not a waste of time or money. Staying au fait about any and all aspects that shape a learner’s intellect plays as a facilitator in the transformation of a student into an educated human being.

For instance, an English Honors student may not essentially be capable in/of playing the violin. In this case, taking up an after-school music lesson could inculcate a new skill, thus aiding the student in exploring interests. Thus, after-school lessons play a vital role in shaping a student’s personality and enhance self-development. Moreover, if there emerges a skeptical intuition that after-school learning may create abundance of knowledge which might later turn out to be useless, there is always space for sharing. Knowledge must always be passed on, for it is not only meant for those who preach, but also for those who seek. Holding no restrictions or constraints of time, finance or efforts in sharing knowledge creates a viable setting for communal learning. Along with aiding the discovery of a broader scale of knowledge and skills, this setting also induces compassion all over the community, thus contributing to a greater good. For instance, if a Math honors student possesses knowledge of French Language, he/she can share nuances of

the language with students who seek to learn French. This justifies the advantages of possessing abundant knowledge and the latent effects of sharing it.

To come to a conclusion pertaining to whether after-school learning is evidently necessary or simply disposable could only be possible from a resultant perspective of an individual’s introspection of learning needs. Thus, a calculated statistic cannot be forecasted unless after-school learning becomes a widely accepted phenomenon, and neither can it be deemed as void of all educational values.

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