OBass Lewishewa
OBass Lewishewa
OBass Lewishewa
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
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
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
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
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.”
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
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.
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.
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
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.
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
Learning is the process of acquiring information, knowledge, wisdom, and skills. It occurs as a
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.
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 is more or less the acquisition of a new discourse, a new way of speaking, acting,
It will be successful only when the information gained is used and understood.
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.
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.
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
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.
Learning is a universal process. It can happen everywhere. Learning is a process for all living
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
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
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:
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,
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:
• Financial responsibilities
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
• Headaches
• Fatigue
• Gastrointestinal problems
• 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.
• Irritability
• 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
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
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
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
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
• 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.
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
• 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
• Tap into your support network. Family, friends, and social groups can help when