The affective aspects of learning should not be neglected. Interest and motivation are indispensable to genuine learning. Learning should be directed toward goals which are meaningful to students and accepted by them. They cannot make a wholehearted effort if they do not know what they are expected to accomplish and what value that accomplishment will have; still less so if they do not desire the outcome.
In order to form a habit, the essential thing is not the repetition of the act, but the assimilation of a value (moral, intellectual, aesthetic). Mere drill, without purpose, drill which lacks a “desired end” in view, will not develop a habit. However, merely imparting of ideals, exhortation, or even inspiring example, without some drill in the practical realization of the ideals will not produce a habit, either. The result is that no habit can be formed in an environment which is hostile, artificial, or incapable of arousing the immanent powers of the soul.
The essential task of the educator consists in unveiling the values which are hidden under the various forms of creation. These values are true, the good, the beautiful, which are vibrant in all creation and which appear under a particular aspect in the great works of literature. These are all reflections of the Creator. This is the most effective motivation. It is for this reason, too, that enthusiasm is the great gift of the teacher.
Our aim is to form students —to build intellectual and moral habits. It is impossible to do this by any process in which the student remains passive. Right here is the explanation of the reason why our teaching sometimes fails. Too often the teacher reads a textbook to uninterested students. There is no formation of habits. The teacher can set up the model for performance, he can inspire the student to perform, he can coach him as he performs; but the student must perform the actions himself if he is really to master the process. Good methods are methods which enlist the active participation of the student. The teacher’s function is to create the mental situation and to stimulate the immanent activity of the student. It is good to compare the teacher’s position with that of a master craftsman teaching a craft to apprentices.
By: Ma. Victoria P. Mendoza T-III, J.C. Payumo Memorial High School Dinalupihan, Bataan
