The Problem

Education is a vital part of the development of our children and the formation of their future (and to be honest, ours as well). This means that no matter how much the world changes trough innovation and development in technology and other mainstay sectors of the economy, education and educational development are two things that we just can’t ignore. No matter what we do, we’re all faced with the problem of imbibing the educational culture into our children.

Over the years, a lot of children have come to lose interest in education the entire concept of education has lost value and appeal to children and teenagers all over the world, especially as they’ve come to find out that they can ‘make money’ from a lot of other endeavors. It makes much more sense to them to just indulge in other things and get paid; technically, getting paid IS the major goal in life, isn’t it?

Well, this line of reasoning isn’t entirely wrong, especially as its found on some serious logic. However, where the thinking seems to falter is on the part of the incentive.

Kids today don’t want to go to school- we already understand that to a large extent.

But why don’t they?

Some say it’s because they can already begin making money and building a future for themselves from a young age thanks to their talents, skills, and street smarts, while others just feel it to be unnecessary. However, the major reason is because they’ve come to find schoolboring and too much of a cliché.

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Everyone knows what school is like; you get there every morning, take a bunch of classes, go on a periodic break, come back for more classes, and go home with assignments based off what was done. The entire monotony is damaging and every time, children have found that they’d just rather just avoid it and that is what causes them to lose interest in the institution of school.

At Last, a Solution

In spite of all this, a new development has come in the advent and adoption of visual aids and interactive teaching. Teachers have come to find that the use of tools like projectors in teaching has actually stirred up the interest of children in education and learning. Use coupon code: “P6DEAL30", for 30$ OFF.

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Breaking It Down

So we ask the major ‘what’ question…

What is it about projectors and visual aids that make kids so interested in education?

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Regard the following reasons:

Increased Engagement and Interaction

Before the advent of visual teaching aids, the school paradigm is one that used to be riddled with a singular monotony; teachers talking, students trying to grasp as much as they can by listening intently and hardly saying anything.

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Put yourself in a student’s shoes and imagine being in 5 consecutive classes, each lasting 45 minutes (so basically, that’s about 3 hours and 45 minutes at a go) and not saying a word. The boredom is crippling and this is what tools like projectors bring. The increased level of interaction that teachers can have with students is actually a way to stimulate their interest. As a teacher, you can just as well sit back and let your students point to objects on a large projector screen in front of the class. This creates a new feel of life around the classroom; a sort of energy that is needed to ensnare their attention and actually make them assimilate much better.

Visual Retention and Understanding

Perhaps the major advantage of visual aids lies in the fact that they actually make learning more ‘in reach’ in the sense that while you might not be able to take your students on a field trip to see the Large Hadron Collider at CERN, you can at least show them pictures of it and how it works. While you can’t bring a rocket into your classroom and dissect it to show its constituent parts, you can show a slide featuring diagrams of those arts and explain the in detail. It’s a big leap that lies somewhere in the middle of theory and practice and it is especially helpful because kids are known to remember things that they see. Visual retention is one off the easiest forms of retention and it is something that we all should consider adopting.