Activity Based Learning for Slow Learners in Colleges through Mollycoddle Method

R. Premraj Assistant Professor Department of Humanities and Social Sciences, Sri Venkateshwara College of Engineering, Pennalur, Sriperumbudur Tk, Tamil Nadu, India
Dr. K. Sairam Former Professor of English Pachaiyappa's College, Chennai-30, Tamil Nadu, India

Abstract

Teaching and training the slow learners are the biggest challenge that institutions are facing nowadays. Since in a classroom all categories of students like toppers, averages and slow learners will be seated together, it is a tough task for the teachers to focus on the slow learners in specific. This manuscript talks about a methodology to train the slow learners of colleges to show some extent of progress without splitting them or either categorizing them.

Keywords: Slow Learners, Knowledge, Skills, Mollycoddle

Introduction

Both physical body and mental ability of a person has got limitations. The capability of learning differs from person to person; some can understand the concept very quickly, some might understand in the second attempt of learning, but for few it requires a lot of practice whom at institutions are called as slow learners.

Activity Based Learning (ABL)

There are various methodologies being observed and applied by many experts in the history of teaching. Among all the methodologies, activity based learning holds high frequency note because of its cultivating quality over the students. In ABL, the teacher must act as a facilitator who is in-charge to run the show.

Mollycoddle Methodology

Mollycoddle methodology is constituted specifically for the slow learners who won’t pay much attention to the teaching. The objectives of the mollycoddle methodology include: a 30-minute lecture using teaching aids, splitting students into mixed teams of toppers and slow learners, followed by discussion, separation of slow learners for their own discussion, framing questionnaires, and recapitulation.

Conclusion

Mollycoddle method is almost like method of feeding food to the children; it is like a robotic device which ensures that the students are being fed.

Works Cited

  • Curtis, K. and Shaver, J.P. Slow Learners and the Study of Contemporary Problems, Social Education, 1980.
  • Jones, F. Positive Classroom Discipline. New York: McGraw-Hill, 2002.
  • Kiranmai, Dutt, Geetha, Rajeevan and C.L.N. Prakash. A Course in Communication Skills. New Delhi: Cambridge University Press, 2007.