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OBass Lewishewa

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Definition of Learning

What does the term learning really mean?

The term learning is one of those concepts whose meaning is crystal clear until one has to put it

in actual words. “Learning is when you learn something.” “Learning is learning how to do

something.” A more useful definition is as follows: Learning is any relatively permanent change

in behavior brought about by experience or practice. Almost all human behavior is learned.

Imagine if you suddenly lost all you had ever learned. What could you do? You would be unable

to read, write, or speak. You couldn’t feed yourself, find your way home, and drive a car, play

the bassoon, or “party.” Needless to say, you would be totally incapacitated. (Dull, too!).

Learning is the process by which an individual acquires knowledge, attitudes and skills that are

necessary to meet the demands of life. While touching a burning candle, a child gets burnt and
he

withdraws the fingers. When he faces a similar situation again he withdraws his fingers faster.

Gradually he learns to avoid not only the burning candle but also other burning things. The

behaviour of an individual is thus changed through experiences. This change in behaviour

brought about by experiences is commonly known as learning. For example, a child learns how

to clap hands by seeing someone else do it. Learning also takes place through direct
experiences.

For example, a child learns to write by practicing writing. A child normally learns from his

parents, teachers and the environment.

What does “relatively permanent” mean? And how does experience change what we do?

The “relatively permanent” part of the definition refers to the fact that when people learn

anything, some part of their brain is physically changed to record what they’ve learned

This is actually a process of memory, for without the

ability to remember what happens, people cannot learn anything. Although there is no
conclusive
proof as yet, research suggests that once people learn something, it may be present
somewhere in

memory in physical form (Barsalou, 1992; Smolen et al., 2008).

Not all change is accomplished through learning. Changes like an increase in height or the size

of the brain are another kind of change controlled by a genetic blueprint. This kind of change is

called maturation, and is due to biology, not experience. For example, children learn to walk

when they do because their nervous systems, muscle strength, and sense of balance have
reached

the point where walking is possible for them—all factors controlled by maturation, not by how

much practice those children have had in trying to walk.No amount of experience or practice will

help that child walk before maturation makes it possible—in spite of what some eager parents

might wish.

1.Gardener Murphy: “The term learning covers every modification in behaviour to meet

environmental requirements.”

2. Henry P. Smith: “Learning is the acquisition of new behaviour or the strengthening or

weakening of old behaviour as the result of experience.”

3. Crow & crow: “Learning is the acquisition of habits, knowledge & attitudes. It involves new

ways of doing things and it operates in individuals attempts to overcome obstacles or to adjust
to new situations. It represents progressive changes in behaviour. It enables him to satisfy
interests to attain goals.

CHARACTERISTICS OF LEARNING

1. Learning involves change.

It is a reconstruction, combined thinking, skill, information and appropriation in a single unity

process. For example, when a child learns to read they can retain this knowledge and behavior
for the rest of their lives. It is not always reflected in performance. The change from the learning

may not be clear until a situation arises in which the new behavior can occur.

2. All learning involves activities

These activities involve either physical or mental activity. They may be simple mental activities

of complex, involving various muscles, bones, etc. So also the mental activities may be very

simple involving one or two activities of mind or complex which involve higher mental

activities.

3.Learning Requires Interaction

At the time of learning, the individual is constantly interacting with and influenced by the

environment. This experience makes him change or modify his behavior to deal effectively with

it.

4.Constitute Learning

To constitute learning, the change should be permanent. Temporary changes may be only

reflective and fail to represent any learning.

5.Learning is a Lifelong Process

Learning is a lifelong process of gaining and using the information presented to a person. It is
not static.A person never stops acquiring new information. It keeps a person’s mind active and
aware but also conscious of the world around them.

6.Learning Occurs Randomly Throughout Life

Some learning occurs randomly throughout life, from new experiences, gaining information and

from our, perceptions, for example: reading a newspaper or watching a news broadcast, talking

with a friend or colleague, chance meetings, and unexpected experiences.

7.Learning Involves Problems Solving


Learning involves problem-solving i.e. understanding and discovering relations between

different contents in a situation.

8.Learning is the Process of Acquiring Information

Learning is the process of acquiring information, knowledge, wisdom, and skills. It occurs as a

result of interaction with the person’s environment.

9.Learning Involves far more than Thinking

Learning involves far more than thinking: it involves the whole personality – senses, feelings,

intuition, beliefs, values, and will. If we do not have the will to learn, we cannot learn and if we

have learned, we are changed in some way. If the learning makes no difference it can have very

little significance.

10.Experience is Necessary for Learning

Some sort of experience is necessary for learning. We can get the experience from direct

observation or from formal approaches to learning such as training, mentoring, coaching and

teaching. We can get the experience from direct observation or from formal approaches to

learning such as training, mentoring, coaching and teaching.

Learning is more or less the acquisition of a new discourse, a new way of speaking, acting,

interacting, looking at the world, and knowing it.

It will be successful only when the information gained is used and understood.

It is a continuous process followed by an individual that allows for the acquisition of

information, attitudes, and practices, through observation, seeking previous knowledge,

searching out guides, and looking within as well as without. It is a key process in human

behavior.

If we compare the simple ways in which a child feels and behaves, with the complex modes of

adult behavior, his skills, habits, though, sentiments and the like we will know what difference
learning has made to the individual.

11.Learning is purposive and goal-oriented

Learning is always has a purpose. It is goal-oriented in the sense that the teacher always has

learning objectives in mind while teaching. If we don’t have any aim and goal, then the process

of learning will not show any effect. Through the process of learning, we can move towards pre-

determined learning objectives. As the learner learn, he/she move towards a pre-determined
goal.

12. Learning is the relationship between stimulus and response

Learning is generally, a relationship between stimulus and response. A person is considered as


a learned-person if he reacts according to the task to be learned. Through learning, a person
learns reactions according to the stimuli associated with the environment and other aspects of
life.

13. Learning is transferable:

The learning acquired in one situation is capable of transfer to some other situation. The

knowledge acquired in one situation proves helpful in acquiring knowledge in other situation.

This is known as the transfer of learning. The learner should be careful not to let previously

gained knowledge interfere in acquiring new knowledge and experiences.

14.Learning helps in achieving teacher-student objectives

Teaching and learning situations have different goals, aims, and objectives. Process of learning

helps in achieving the objectives of teaching. With learning, we expect a change in the behavior

of the individuals. This change happens with the development of knowledge, insight, interests,

skills, and attitudes. So, for achieving teaching-learning objectives, the learning process plays an

important role.

15.Learning is a universal process

Learning is a universal process. It can happen everywhere. Learning is a process for all living

creatures. Human being across all cultures learn as it is a life long


Defining Stress
Stress is the way human beings react both physically and mentally to changes, events, and

situations in their lives. People experience stress in different ways and for different reasons.

The reaction is based on your perception of an event or situation. If you view a situation

negatively, you will likely feel distressed—overwhelmed, oppressed, or out of control. Distress

is the more familiar form of stress. The other form, eustress, results from a “positive” view

of an event or situation, which is why it is also called “good stress.”

Eustress helps you rise to a challenge and can be an antidote to boredom because it

engages focused energy. That energy can easily turn to distress, however, if something causes

you to view the situation as unmanageable or out of control. Many people regard public

speaking or airplane flights as very stressful—causing physical reactions such as an increased

heart rate and a loss of appetite—while others look forward to the event. It’s often a question

of perception: A positive stressor for one person can be a negative stressor for another.

Causes of Stress
The most frequent reasons for “stressing out” fall into three main categories:

1. The unsettling effects of change

2. The feeling that an outside force is challenging or threatening you

3. The feeling that you have lost personal control.

Life events such as marriage, changing jobs, divorce, or the death of a relative or friend

are the most common causes of stress. Although life-threatening events are less common,

they can be the most physiologically and psychologically acute. They are usually associated

with public service career fields in which people experience intense stress levels because

of imminent danger and a high degree of uncertainty—police officer, fire and rescue worker,

emergency relief worker, and the military.


You may not plan to enter a high-stress career, but as a college student, you may find

that the demands of college life can create stressful situations. The National Institute of

Mental Health (NIMH) notes some of the more common stressors for college students:

• Increased academic demands

• Being on your own in a new environment

• Changes in family relations

• Financial responsibilities

• Changes in your social life

• Exposure to new people, ideas, and temptations

• Awareness of your sexual identity and orientation

• Preparing for life after graduation.

Symptoms of Distress

Symptoms of stress fall into three general, but interrelated, categories—physical, mental,

and emotional. Review this list carefully. If you find yourself frequently experiencing

these symptoms, you are likely feeling distressed:

• Headaches

• Fatigue

• Gastrointestinal problems

• Hypertension (high blood pressure)

• Heart problems, such as palpitations

• Inability to focus/lack of concentration

• Sleep disturbances, whether it’s sleeping too much or an inability to sleep

• Sweating palms/shaking hands

• Anxiety
• Sexual problems.

Even when you don’t realize it, stress can cause or contribute to serious physical

disorders. It increases hormones such as adrenaline and corticosterone, which affect your

metabolism, immune reactions, and other stress responses. That can lead to increases in

your heart rate, respiration, blood pressure, and physical demands on your internal organs.

Behavioral changes are also expressions of stress. They can include:

• Irritability

• Disruptive eating patterns (overeating or under eating)

• Harsh treatment of others

• Increased smoking or alcohol consumption

• Isolation

• Compulsive shopping.

A sustained high level of stress is no laughing matter. It can affect every area of your life—

roductivity in the workplace and classroom, increased health risks, and relationships, to

name just a few.

Managing Stress
As noted in the Introduction, you can learn to manage stress. The first step is understanding

yourself better—how you react in different situations, what causes you stress, and how you

behave when you feel stressed. Once you’ve done that, take the following steps:

Set priorities. Use the time-management tips you learned in Section 1. Make a To-Do

list. Decide what is really important to get done today, and what can wait. This helps

you to know that you are working on your most immediate priorities, and you don’t

have the stress of trying to remember what you should be doing.

Practice facing stressful moments. Think about the event or situation you expect to
face and rehearse your reactions. Find ways to practice dealing with the challenge. If

you know that speaking in front of a group frightens you, practice doing it, perhaps

with a trusted friend or fellow student. If the pressure of taking tests causes you to

freeze up, buy some practice tests at the school bookstore or online and work with

them when there are no time pressures.

Examine your expectations. Try to set realistic goals. It’s good to push yourself to achieve,

but make sure your expectations are realistic. Watch out for perfectionism. Be satisfied

with doing the best you can. Nobody’s perfect—not you, not your fellow Cadet, nobody.

Allow people the liberty to make mistakes, and remember that mistakes can be a good

teacher.

Live a healthy lifestyle. Get plenty of exercise. Eat healthy foods. Allow time for rest and

relaxation. Find a relaxation technique that works for you—prayer, yoga, meditation,

or breathing exercises. Look for the humor in life, and enjoy yourself.

Learn to accept change as a part of life. Nothing stays the same. Develop a support system

of friends and relatives you can talk to when needed. Believe in yourself and your

potential. Remember that many people from disadvantaged backgrounds have gone

on to enjoy great success in life.

At the same time, avoid those activities that promise release from stress while actually

adding to it. Drinking alcohol (despite what all those TV commercials imply), drinking

caffeine, smoking, using narcotics (including marijuana), and overeating all add to the

body’s stress in addition to their other harmful effects.

Here are some other strategies for dealing with stress:

• Schedule time for vacation, breaks in your routine, hobbies, and fun activities.
• Try to arrange for uninterrupted time to accomplish tasks that need your

concentration. Arrange some leisure time during which you can do things that you

really enjoy.

• Avoid scheduling too many appointments, meetings, and classes back-to-back.

Allow breaks to catch your breath. Take a few slow, deep breaths whenever you

feel stressed. Breathe from the abdomen and, as you exhale, silently say to yourself,

“I feel calm.”

• Become an expert at managing your time. Read books, view videos, and attend

seminars on time management. Once you cut down on time wasters, you’ll find

more time to recharge yourself.

• Learn to say “no.” Setting limits can minimize stress. Spend time on your main

responsibilities and priorities rather than allowing other people’s priorities or needs

to dictate how you spend your time.

• Exercise regularly to reduce muscle tension and promote a sense of well-being.

• Tap into your support network. Family, friends, and social groups can help when

dealing with stressful events.

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