Affecton Vs Rejection - Suparba Roy Choudhary

Affection and Rejection in the context of student behaviour can be likened to the nurturing sunlight and the stifling shadow, each influencing the growth and development of a young plant.

Love is like a vitamin for students that makes them feel important and supported. When the instructors are caring and have an interest in the students, their success, progress, and happiness, it fosters inclusion and motivation. Just like light helps the plant to pass through the process of photosynthesis, affection directs the energy in a student for learning and development. 

In this context, it contributes to their self-fulfilment, personal growth, and improved participation in the educational process. This environment enables the learners to grow, as a plant does well under proper sunlight, show positive attitudes in class, prepare to contribute, and take on responsibilities such as group work. 

On the other hand, rejection serves as the counterpart and denies students the social affirmation that they require for growth. Thus, when students experience neglect, criticism and indifference from their educators, they often develop inadequacy and alienation. Similar to a plant that is denied access to sunlight and will grow stunted and wilted, learners who are rejected may withdraw, rebel or show a complete lack of interest in their academic work. 

This negative environment hampers their growth, hence degrading their performance and worsening their behaviour. Lack of support and non-recognition may lead to students’ self-suspicion affecting their morale to perform and respond. 

To conclude, affection positively influences students’ behaviour while rejection negatively affects students. Huggins compares affection to sunlight and rejection to shadow as affection increases growth, positivity, and activity, whereas rejection hinders development and results in negative behavioural changes. 

Teachers, hence, bear the responsibility of cultivating proper rearing for students, which involves training them while also providing the necessary love to help them thrive in their academic endeavours as well as in other aspects of life.

Suparba Roy Choudhary

Sunbeam School, Lahartara

Love Learning Vs Hate Learning - Suparba Roy Choudhary

Love Learning VS Hate Learning

Love Learning

Suppose that there is a student who enjoys learning as someone who tends to a well-grown garden. They get up in the morning with much zeal and water the plants, pull out the weeds and watch the flowers grow. This gardener chooses gardening to satisfy his/her activities, improve every season, and be happy when the garden grows.

Curiosity and Enthusiasm: Like a gardener waiting for a new flower to bloom the student has the curiosity and interest for new learning.

Growth Mindset: The gardener comprehends that not all the plants will grow right away and this implies the patience that a student has to embrace when facing the challenge.

Persistence: As a problem-solver, the gardener attempts to solve a specific problem, and even if he/she makes a mistake, he/she adjusts. Likewise the student, the action gets through difficulty and modifies its learning patterns.

Hate Learning

Now, let us imagine a student who does not like studying; he or she would be like a person who would be coerced into cleaning a room he or she has no interest in. They view it as a burden, feel fear towards it and offer the least effort in order to complete it. It is as if the room is never cleaned, and the task seems almost like a punishment. 

Lack of Motivation: Similar to the unwillingness to clean a room that the student doesn’t consider important, they do not feel any desire to learn the content.

Fixed Mindset: This person might think that their room will never remain clean, just like the student who perceives difficult tasks as threats rather than opportunities for improvement or success. 

Avoidance and Procrastination: Similarly to another behaviour where the person does not clean up until the last moment, the student puts off studying and ends up stressed and not comprehensively informed. 

Engagement: Autotelic learners are those students who embrace the material, contribute to the learning process, and look for more knowledge. Any person who does not love learning always withdraws and loses out on gaining more knowledge.

Achievement: Interest in learning is associated with better academic performance and overall job satisfaction. Basically, hate learning leads to poor performance and a negative perspective towards learning. 

Long-term Success: Passion for learning results in perpetual learners who are committed to enhancing their knowledge and personal growth. On the other hand, a non-interest or even disgust for education hinders individual and career advancement. 

In a nutshell, loving learning turns the pros & cons of education into a pleasant and rewarding experience, while hating learning makes it an unpleasant task.

Suparba Roy Choudhary 

Sunbeam School, Lahartara