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About me: I am Individual Experts and Researcher and also Lecturer from Nepal.
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Om Prateet
Empty bucket in the cupboard side by the wall!
Hi, my name is Prateet Baskota, researcher and scholar of Kathmandu University. Previously, I had completed Masters from Pokhara University and working in few papers that is link with Digitalization and South Asian Studies in the context of Nepal. However, the ideas are concerned with rethinking South Asia Education, but, the notions should be connect with a new method of teaching and learning through Digital Archive method.
For me rethinking South Asia Education is the model for developing in different concepts taken from different scholars but what I feel is, it should be connected with education and teaching through visual images in SA. Comparing to the thought, I also added about the apprehension topic about ‘Empty Bucket’ as the students mind. What I feel is students mind is meadow, so to fill the contents in their brains teachers need to add ideas of education and I solely name as formula. Like as, course syllabus, class teaching methodologies and so on… Though, ‘in the cupboard’ also represents the frame, the design how to teach individually. In Nepal, the students in Government School and College are maximum in numbers, the increasing numbers cannot deny through academia’s nevertheless, what can be consider is the change of teaching methodologies in classroom.
Furthermore, in private school and college, the maximum students are almost approximately thirty to forty in numbers. Subsequently, the class sections are almost ‘A to J’. In contrast, the same syllabus can be grant to all students in private sector academic world in same frame-work seeing individual student comparing to government school and colleges. When adding the line ‘side by the wall’, it is the stand point for all about the South Asia Rethinking and the supports to students. From study, graft (work) to research the academies need to take the support, share designs, planning, approaches (individuals to group) scholars they always need to have one platform to listen and share their voice. I usually questioned myself from usable sub-conscious mind, Does those all ideas heard from organizations?, I truly get my answers from Heart, Yes!, you and other will. I feel this works. Therefore I am here in ‘Rethinking South Asia’.
Finally, there is an appearance of image in title added by me, as, I can see the student who is pursuing to study one step further and want to take help from seniors to get support; makes him/ her to choose good platform for stepping or pacing a head in the vast journey of meadow mind that is connected with education from the scene of RSA. Yet, there is also the search for identity (whom we are and what we do in future) to see/hear/want where to be by the integrity of students in competition environment seeing by our naked eyes.
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I follow two methods that appears by time and situations...
1. Teacher-Centered Approach to Learning
Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model. Students are viewed as “empty vessels” External link who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.
2. Student-Centered Approach to Learning
While teachers are still an authority figure in a student-centered teaching model, teachers and students play an equally active role in the learning process.
The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material, and to measure student learning through both formal and informal forms of assessment, like group projects, student portfolios, and class participation. In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction.
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