This essay makes a case for the importance of real-world instruction in educational settings like schools and colleges. The introduction of the paper contains a clear definition of the term "practical lesson" as well as some instances of its application. The purpose of this is to familiarize the reader with the types of practical lessons that are taught in schools and other learning organizations throughout society.
Second, the paper presents the evidence in support of the assertion that practical lessons should be taught in schools to give learning students experience in their areas of study and prepare them for future employment. Thirdly, the paper outlines some of the reasons as to why practical lessons may not be considered important. The last part of the paper finishes with a succinct conclusion that provides the writer's main point of view and why he believes that which he has supported the best alternative. This, therefore, brings a clear stand on whether to choose only important practical lessons that will help the students or not to have them at all
This paper contains facts and ideas renowned scholars and researchers who have done thorough research related to practical lessons in learning institutions. The outline of this research paper is as shown below:
Introduction- definition, and applications of practical lessons in learning institutions
Reasons why schools should not select only relevant practical lessons to teach students
Reasons why schools should teach select only relevant practical lessons to teach students
Conclusion and main contribution to the topic
Introduction to Practical Lessons
Practical subjects are the essential learning guides in the theory application for the students. Practical lessons engage the students with the real environment thereby assisting them to capture some details that may not be presented by the teacher in class. Those details are very core to the development of student's grasp of school concept. They are then able to make them appear as real in their lives so that in future the same students will not have a hard time relating with their working environment. Thus the development of practical subjects to the students as early as possible brings them closer to realizing their dreams. However, according to Goodson, the academic subjects that have legitimate knowledge are the ones which students invest less in (28). There is thus a need to change this and encourage more investment in subjects that matter.
Moreover, practical lessons are a requirement by the laws of education that every student should be exposed to what they learn in class practically in their real life situation. Such requirements must not the ignored because they help to set a balance of growth and development to the academic training of the students. There are lessons which cannot be understood without the practical demonstrations by the teachers. For example, computer lessons have a great a requirement that student is shown the body parts and peripheral devices attached to the computer so that they may be able to know which parts they are learning in class. Thus this makes learning computer very easy other than they would have been with theoretical knowledge only.
On the other hand, the impact practical lessons could also be termed as time wasting and resource destroying. This is because some practical lessons could be very expensive thus they consume a lot of resources which could have been utilized in other fields of growth and development in the education sector. Moreover, some lessons practical lessons take a lot of time to understand them. It is thus the opinion of some researchers that practical lessons are unproductive (Abrahams and Millar 1946). Ideally, the lessons take a lot of time because of inclusion of practical lessons. Hence practical lessons could be disadvantageous at some measurable angles and point of view.
Points Against
From this perspective, students should not be allowed to take only those practical lessons which are important to their future life, but they should also do other practical subjects. The introduction of general practical subjects instead of dwelling on the specifics only provides sufficient experience and mastery of skills in learning. Thus it is always important to have practical lessons of diverse kinds. Another benefit of having general practical lessons is that many lessons for practicals will be available for the students, unlike the specific practical lessons which might only be one depending on the subject of interest of the student. Many practical subjects might keep the students in a position to have more opportunities for job specialization thus they may have a variety of courses to select upon when they mature up in their careers. They can also double deal jobs such that they can do more than one job at the same time. This is an important necessity upon the life of the students because they shall never lack jobs to do in case their main job crashes in the when they join the labor market.
Moreover, teaching only some specific practical lessons becomes monotonous and tiresome. The continued training of students on only one lesson may reduce their concentration more and more as they continue getting bored with time. There is no new thing which might raise the interest thus building the concern of students. Lack of interest implies the lack of concentration in lessons and this affects the performance of the students in class. Moreover, the introduction of specific practical lessons attempts to diminish the value and importance of other general lessons without which the students may not be in a position to learn general skills. General practical lessons are multi-skilled lessons that provide succinct practical skills and experience for the students in class. Thus removal of such lessons implies that the general skills will not be learned. This poses the students to a great danger of being unable to learn basic concepts in life.
Points For
To begin with, practical lessons have a good contribution to mastery of skills taught in class. This implies that for a good class to happen there must be practical lessons embedded within the lesson schedule so that the students might be able to understand the theoretical concepts. The notion of having students engage in practical lessons is supported by Tanner. Through practical lessons, students do not only understand, but they also apply them in their day to day life activities in the society. Practical lessons provide students with the ability to internalize lesson concepts and terminologies which might seem hard to understand without nay relevant demonstrations (Abrahams and Millar 1947).
Moreover, there are lessons which must include practical activities so that they might help an individual in future when they are working in their day to day life activities. Thus more focus and concentration should be put towards these lessons if at all the teachers are concerned with the future well-being of the students. These practical activities include subjects that may be hard and challenging to understand. One of such examples is discussed above and pertains computer lessons. This is a very necessary subject that cannot be worthwhile without the internalization of practical lessons. The best demonstration of the importance of computers is when the teacher is teaching the students the packages of computer application. In Microsoft word package, for example, students cannot be taught how to type words without the teacher showing them the keyboard of a computer. The keyboard contains characters and symbols have diverse functions by which the students are taught how each of those symbols functions in the society.
Secondly, practical subjects create a complete satisfaction for the quest of students in their pursuance of knowledge. When students are introduced to certain practical subjects which might be very core to their future career, they feel contented and satisfied with the application of the various concepts. They feel closer to the attaining their goals in their subjects. Thus a feeling of self -actualization of their goals and dreams in future makes them develop more interest in the subject. Nevertheless, this makes them more experienced as they continue doing practical lessons their mind sharpen and their brains develop even more. Brainstorming thus becomes a ritual, and the students are able to learn many other things. As they continue to practice, they are able to make mistakes which indicate that they are not qualified thus they become more enthusiastic to learn to perfect their skills. Finland is a country that has made changes in its educational curriculum. The reform of education in the country has seen the introduction of topics that are relevant in the real world (Garner). Examples of such topics include climate change and the European Union (EU).
The development of practical lessons makes the students become experts in their field of studies due to continuous and constant experience. This gives them a tremendous start and foundation of how they shall perform their duties in their future careers. One factor that that characterizes practical lessons is teamwork. Therefore, the students will be able to work better in teams in their future careers. Effective teams play an immense role in helping organizations achieve their objectives (West 5). Thus many people should be exposed to earlier practical lessons such that when they attain their dream courses and jobs, they have prior knowledge.
Relevance of practical lessons in schools
Despite all the benefits of gaining knowledge through the development of practical training in the society, many students have been able to develop better relationships of friendship. Throughout the practical lessons intermingling of the students, they have been able to know each other better, and serious friendships have developed. In future, such students can team up to form successful collaborations to exploit their fields of specialization in the society, therefore, bringing economic growth and development in the society. As they interact with one another, the students are able to gain additional knowledge and connection to critical information. This promotes awareness of the trends and economic impacts of their field of specialization in the society. Lastly but not least, students are able to learn quickly thus the results can be seen almost immediately due to perfection and experience gained through the introduction of helpful, practical lessons in schools and other academic institutions.
Conclusion
In conclusion, there has been a great debate over whether or not it is correct to support the introduction of some specific practical teachings in schools. There is a great vastness that remains unfilled when there is no teaching of specific practical skills that may be of great importance to some students in their job careers in future . Precisely there has been a big problem where students who graduate at the end of their career in that they still have difficulties when carrying out their jobs due to lack of succinct training when they were young. By the introduction of specific subjects which will help those students become better in their future life, they will gain knowledge and skills that will help them perfect their jobs in future. It is thus worthwhile that the students should be introduced first to practical lessons which will help them gain skills and knowledge which they shall use them when they grow up.
This does not only aid them in gaining knowledge and skills, but it also helps them become people who can be depended upon by the society in performing their core duties to assist in the development of the living standards of the people. Hence the introduction of special practical lessons to some students will actually help them to become more skilled, knowledgeable and experienced in future. Schools should, therefore, make an effort to teach specific practical lessons that will assists the students become very better in future.
Works Cited
Abrahams, Ian and Robin Millar. "Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science." International Journal of Science Education 30.14 (2008): 1945-1969.
Garner, Richard. Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system. 20 March 2015. 5 April 2017 .
Goodson, Ivor F. School Subjects and Curriculum Change. Washington: The Falmer Press, 2002.
Tanner, Laurel N. Dewey's Laboratory School. Lessons for Today. New York: Teachers College Press, 2014.
West, Michael A. Effective Teamwork: Practical Lessons from Organizational Research. West Sussex: John Wiley & Sons, 2012.
