It seems that the conversation about Learning vs. Performance in the Classroom has been going on for a while: parents, teachers, and students alike are asking questions about how to best allocate time to learning and improving in the classroom. Is effort more important than results? Or is it the other way around? Can the learning environment be the deciding factor?
From the moment we are born, we begin to learn, and every day thereafter. We absorb information from people and places all around us, and we can absorb just as much information from a book or movie as we can by visiting a museum or spending time in nature.
Our brains are constantly processing information. Whether it’s by reading, listening, watching, or simply learning something new, there is always something happening behind the scenes that our brains are taking in. Our memory is the most complicated and complex system in the brain and is crucial for many functions, including learning. Learning is our memory’s version of a mind-map, and the more of it we have, the more likely we’re going to be able to recall and apply information.
All of us want to be students and learners to grow in knowledge, understand the world and help others. Learning is important. It is a part of everyday life and is a combination of mental and physical growth, which is essential for a person to be able to make the best decisions for themselves and the ones around them. If one does not learn, they may not know what they are capable of and may be in danger of giving up on their dreams. Learning just for the sake of it will never be enough.
We learn as much from the failures of others as we do from our own successes, and the most important thing to remember is that learning is a lifelong process. The brain is an incredible organ that constantly changes and adapts to new experiences, and its ability to learn is limitless. It is worth remembering that the brain’s potential is far greater than we could ever imagine.
Performance in school (sometimes called classroom management) is the ability of a student to learn and follow the expectations of a classroom or school while maintaining a healthy social and emotional environment. This concept is most commonly taught in schools with the belief that it is a skill that is developed gradually between the ages of 7 and 14.
Performance in school is something that we all think about, but the question is how do we understand the performance of our child. How do we know if they are doing well in school? Is their performance good or not? For what? We determine whether our children are performing in school by evaluating the result of their performance. It is important to compare the results of performance with the expectations of performance. Otherwise, it will be difficult for parents to know what kind of performance is good or not.
Which one should we prioritize for children? Of course, that is learning and here’s why:
It’s not all about grades and tests—learning is a necessary part of life, not only what to do to pass the SATs or earn a degree. Challenging yourself intellectually can lead to a lifetime of self-improvement, and it doesn’t have to be hard or take up much time.
In school, we are taught that if we want to perform well, we have to perform well. If we want to learn, we have to learn. In an ideal world, this would be true. But often, the opposite is true. It is much better to be able to perform well than to be able to learn, but to perform well, we must learn. The best way to ensure that we learn well is to teach, practice, and perform in a way that is most likely to make us better learners.
Learning also helps us develop our own opinions and ideas and also helps us to discover the world around us. It also helps us to understand others, which is important for many social situations. Therefore, it is not just important for school, but also for life.