Learning to Learn Education System

Question: Discuss about theLearning to Learnfor Education System. Answer: Introduction Education System has evolved into a booming industry today which encompasses the whole world spanning across several nations. It has become common from countries to exchange students for graduate and post graduate programmes as a part of diplomatic relationship. This exchange programmes give students opportunities to enrich their education and build a brighter career. This holds very true for students whose parents are financially capable but have to relocate to other countries for various reasons like better education system the course has no good colleges teaching it and so on. I live in Kuwait where my father works in a multinational company based in Ireland. He was posted in Ireland for a span of four years which led us shifting to Ireland within in matter of few months. I enrolled myself at Dublin Business School for the graduate programme to continue my education. However, I started facing certain problems being anew to the country and everything in it including the language-En glish (Arif 2015). I enrolled myself in graduate course at the prestigious Dublin Business School, one of the most prestigious institutes in Ireland and even abroad and discovered myself sitting in a classroom whose environment was entirely alien to me. The students besides being from Ireland were from mostly from nations like England, the United States of America, Canada, Australia and India hinting the healthy relationship the Irish government shares with these nations. These nations were under the domination of England which led them to share a certain feeling of relatedness supporting strong bilateral relationship. Their students understood and used English very comfortably though the accents in which they spoke differ. I was not able to understand English at all but there was a silver line in the black cloud of language barrier that loomed over me. Alisha, the Indian girl speaks Hindi, the language I understand a bit because my mother, who is from India, teaches me the language. We had became frie nds and she agreed to teach me English. This positive pressure was informal yet very motivating and she literally forced me to read books in English with no help from any other language (Brown 2015). The first step of our journey through the world of English was learning the rules and regulations of applying English Language penned down in form of grammar. I borrowed the Oxford English Grammar by Sidney Greenbaum from the library which helped me to develop an understanding of the basics of English language. Alisha had been staying in Ireland for quite a few years by that time, so she knew the places and the culture of Ireland considerably. We would go visiting important the city often described as a city of Gregorian art and literature. We would visit the Trinity College, Grafton Street, St Stephen Green and other places which helped to develop a deep understanding about the heritage of the capital city. As Lawrence Lowery puts it in his theory, Alisha aroused curiosity about Dublin in me and motivated me to explore the city and its rich heritage ("Education: Organizing the Learning Process | GSI Teaching Resource Center" 2017). I lost the initial feeling of total alienation amo ng the English speaking people and started feeling okay among them, even if by a minute degree. Alisha then introduced me to one of the richest literatures in the world-the English literature (DiCerbo et al. 2014). We studied the works by Shakespeare like Romeo and Juliet, Macbeth and Julius Caesar (Shakespeare 2016). The great works of Dickens and other writers introduced me to the fascinating world sketched by their characters (Gagnier 2013). Alisha used operant conditioning method to teach me and would gift me small gifts as I succeeded in learning new lessons in English (Chilcott 2015). She made me see the positive results which awaited me if I would succeed in conversing and writing English on my own (Malik and Naeem 2013). This helped to prepare to cope with the second problem, the difficulty I faced in understanding the lessons given in the class. The names of the subjects taught in Kuwait were different from those taught in Ireland and were dominated by English to a great extent. The teachers gave lectures in English because that was the norm. Some new subjects involved communication and logical reasoning which I found extremely difficult to comprehend. These subjects were new to many of us and the professors taught them as if we were already adept in them. This caused communication problem between us but we, the students found out ways to counter the challenge. Every evening after the classes got over we would go to a professor who agreed to help us and take lesson under his private supervision. He taught the new subjects right from the basic concepts through example and oral discussion. He used Jian Piagets Constructivism to coach us and involve us in his training unlike the professor teaching (Roberts 2016). He helped us to overcome the initial difficulties we were facing in understanding the new subject. We formed small groups and took part in activities like role play and taking mocking training of each other (Preskill and Russ-Eft 2015). These simulation sessions helped us not only to learn, but also to get to know our classmates better. It strengthened peer bonding and I started feeling all the more confident (Lin 2014). This simulation helped us to understand the lesson at the college better and with greater ease. We were able to imbibe the new concepts greater and assimilate them into our own views and opinions about them. The use o f laptops in teaching also enforced learning new things once the concepts were clear in our minds (Beetham and Sharpe 2013). Dublin Business School is renowned not only in Ireland but also beyond the geographical borders of the country. The college has a great collaboration with industries and online education providers like Kaplan. It provides education and practical training in various fields and sharpens leadership, communication skills and multi-tasking power in the students ("Welcome | DBS School of Arts, Business, Law and Professional", 2017). The vast areas of education and access which the college stands for necessitates using of the most advanced techniques of teaching which is the biggest advantage enjoyed by the students. The use of laptops helps the students to enjoy internet assistance throughout their sessions in the classes. They are able to explore multiple topics contrary to the prevalent paper oriented teaching system of Kuwait. The students who are not strong in English, like me can avail ready help from Google and understand the lessons better. The professors can allot task on real time basis which simulated the real life offices. The laptops help the teachers and students to communicate throughout the sessions. The students can readily surf the internet to find the meaning to a tough word or to an unfamiliar concept. The college can arrange for online trainings and even arrange for a conversation with a manager of a company on digital platform. This will motivate the students and contribute towards making them more familiar with the job place environment. The students can also form groups and take part in several activities which will help them to develop skills like leadership, teamwork, co mmunication skills and host of other capabilities that will empower them with required soft skills. It can be pointed out that the usage of laptops helped to tackle the problems of understanding English and the problem of understanding the class lessons. I used the laptop to understand the meanings of the words I did not understand. We would use the readily available internet facilities to comprehend the lessons we found tough to understand. The access to technology helped us to reiterate the basic concepts whenever the situation required. We were able to make ourselves aware with new concepts. That expanded our area of knowledge to a vast extent and helped us to familiarise ourselves with the real life situations. This technology really helped me to overcome the obstacle of language and sustain myself in Ireland. Renowned business schools like Dublin Business School attract students from various countries. Among them some students are from English speaking countries while other are from countries where English is not in use to a great extent. Languages often prove to be a great challenge in new country especially when one does not get time to acclimatise. However, various teaching models can be used to teach a new language and acclimatize a person with the new land. Peers and colleagues can go a long way in ensuring this. New technology can help a person to learn new things and remove his problem stated before. The business schools are implementing new technology to simulate the environments of the corporate world. References: (2017). Retrieved 27 February 2017, from https://elt.oup.com/student/oxfordenglishgrammar/?cc=gbselLanguage=en Arif, I., 2015. Foreign Education, Technology Diffusion, and Productivity.Browser Download This Paper. Beetham, H. and Sharpe, R., 2013.Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge. Brown, G., 2015. Self and peer assessment. Chilcott, L., 2015. Who Are We: Behaviourism and Cognitive Theories: 2/5. DiCerbo, P.A., Anstrom, K.A., Baker, L.L. and Rivera, C., 2014. A review of the literature on teaching academic English to English language learners.Review of Educational Research,84(3), pp.446-482. Education: Organizing the Learning Process | GSI Teaching Resource Center. (2017). Gsi.berkeley.edu. Retrieved 27 February 2017, from https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/organizing/ Gagnier, R., 2013. Introduction: Victorian studies, world literatures, and globalisation.Critical Quarterly,55(1), pp.1-8. Lin, P.C., Hou, H.T., Wu, S.Y. and Chang, K.E., 2014. Exploring college students' cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools.The Internet and Higher Education,22, pp.51-56. Malik, M.E. and Naeem, B., 2013. Towards understanding controversy on Herzberg theory of motivation.World Applied Sciences Journal,24(8), pp.1031-1036. Preskill, H. and Russ-Eft, D., 2015.Building evaluation capacity: Activities for teaching and training. Sage Publications. Roberts, J., 2016.Language teacher education. Routledge. Shakespeare, W., 2016.The New Oxford Shakespeare: Modern Critical Edition: The Complete Works. Oxford University Press. Welcome | DBS School of Arts, Business, Law and Professional. (2017). Dbs.ie. Retrieved 27 February 2017, from https://www.dbs.ie/about-dbs/welcome