Why Making School Enjoyable for Students Is a Complex Challenge?

 

 

Children spend a large portion of their formative years at school. It's where they learn new things, pick up valuable skills, and create treasured memories. Making school fun for pupils is a difficult task that frequently calls for significant thought and effort. We will examine some of the reasons why making school interesting might be challenging, drawing conclusions from numerous pieces of education-related literature. An in-depth examination of the subject indicates that this problem has many features and is complicated, with roots in all facets of the educational system. Let's review some observations from well-known authors and professionals in the field of education to shed some light on this problem.

The widespread pressure of standardised testing is a major factor in why it is difficult to make education fun. Todd Rose describes in his book, "The End of Average," how our educational system frequently adapts itself to the "average" student, resulting in a one-size-fits-all method of instruction and evaluation. This method makes it difficult for children to express their originality and creativity since it pushes them to adhere to a strict set of rules. As a result, many students feel imprisoned in the system and unable to pursue their own interests and abilities. 

Furthermore, as described in "The First Days of School" by Harry K. Wong and Rosemary T. Wong, the obsession with difficult tests adds to the feelings of anxiety and worry that students frequently associate with school. Standardised test anxiety can overwhelm the excitement of learning and make the classroom a place of rivalry and fear rather than of questioning and exploration.

Additionally, Gilbert Highet criticised the conventional lecture-based teaching method in "The Art of Teaching," saying that it frequently fails to hold students' interest and creativity. It can be boring and uninspired for students to participate in passive learning situations where they are only recipients of knowledge. As a result, it may be difficult for students to continue to be motivated and interested in their studies.

The importance of designing memorable educational experiences is covered by Chip and Dan Heath in their book "The Power of Moments". However, many educational institutions' inflexible structures and emphasis on curriculum cover provide little flexibility for teachers to create memorable and impactful classroom experiences. This lack of adaptability can prevent a supportive and engaging learning environment from emerging.

In "Culturally Responsive Teaching and the Brain," Zaretta Hammond highlights the cultural and socioeconomic differences in education and how challenging it is to make learning enjoyable for all pupils. Additional difficulties that students from disadvantaged families could experience include limited access to good resources and educational opportunities. These students may get frustrated and disinterested as a result of this imbalance.

In the final analysis, creating a fun learning environment for students is a difficult task firmly established in the design and methods of the educational system. Standardised testing pressure, few opportunities for involvement, traditional methods of teaching, and socioeconomic differences all contribute to a decrease in the enjoyment of learning. It is imperative that educators and policymakers take into account the lessons from these books and collaborate in order to develop a more versatile, inclusive, and student-centred educational environment in order to address this problem. By doing this, we can make school a place where students may learn while having fun and being inspired to continue studying throughout their lives.