Teachers in our world can be divided into two main groups according to their main doctrine of instruction: while some (the absolute majority, actually) prefer direct learning methods for students (i.e. the student is given the theory, must crams it by heart, then maybe works with practice activities), others (a minute proportion) feel that the dominance of practice with simultaneous (or subsequent) discussion of the results beats the theoretical approach by a large margin. Before I present my firmopinion on this question (formed within almost 30 years of teaching and tutoring), let me just mention several insights about my "brilliant":)) studies at the university about 30 years ago. I was constantly wondering why we had to learn those theories and rules of English grammar. I think my subconscious mind realised the absurdity of such exertion and protested. WHEN A STUDENT'S INTUITION SEES THE VAINNESS OF OTIOSE THEORETICAL SPECULATIONS, IT WILL INEVITABLY REBEL. We live in a material, practical world. If the subconscious does not feel the utility of an activity, it immediately discards it. Of course, you can force students to learn tons of empty gigabytes of information, but you will revolt them from the essence of learning. Why, then, I was always wondering, thousands of professors keep up torturing their students with theoretical rubbish instead of instilling in them the knack for their craft? There are two main reasons why teachers favor empty theories to practice. First, they have been taught correspondingly by other theorists. If you haer or read thosands of times that there is nothing more practical than a good theory, that without a solid foundation a young specialist will feel unsteady and sporadic in their knowledge and so forth. Thus, due to the tremendous power of social influence, throngs of new teachers take the old song from the old ones. Second, which is even more interesting, is that (in my individual subjective view, not to insult anybody), is that inculcating proficiency in students through games and work REQUIRES MENTAL FACULTIES ON THE PART OF THE INSTRUCTOR, SUCH ABILITIES BEING CONFERRED ON ONLY SELECTED INDIVIDUALS. It is so much easier to stand in front of the class and demand that students tell a long text by heart, than arrange some round table discussion and argue in teams, resorting to bright humot and elation. Every human creature can learn something by heart. Their great omnipowerful subconsciousness will resist, since it does not see the utility of theries. It craves for practice. Give your students practice and humor 95% of the time, and you will be a great Teacher. Never interrupt a student in whatever activity to correct their mistake. Discuss mistakes afterwards. Remember that speaking philosophically, there are no mistakes. Who dares decide what you do right or wrong? Today science considers such, and in five years it will deem the opposite, but you felt it ten years ago and was penalized for your "mistakes" - will they beg your pardon for their own "mistake"? I doubt so.
