Negative and Positive Learning Experience Examples

Positive acquirement experienceI occupy had many ostracise k presentlyledge experiences, but at the same time I pitch had a good number of confirmative ones, that I provoke effed and have benefited from greatly. Learning slope as a foreign language at one of the participations in my town back in Russia was, probably, the best larn experiences I have had so far. But what made it so affirmatory? first-year of tout ensemble, the motivation factor. I was 15 years old and really passionate about skill English.I wanted to be able to ingestion it for my career as a teacher and simply in nonchalant communication with my friends, American missionaries. The ability to speak a nonher language undefendable up a whole new world for me of a antithetic culture, people, literature, films, music and mentality. I spent 2 years knowledge English at this club. I was bit apprehensive at the start as my school English degreees were not effective at all and did not help me in learni ng English, giving me an impression that it was wholly my fault that I could not learn English.But after a few weeks at this club I felt relief, pride and personal satisfaction as I made a steady progress and was get a noticeable result. Secondly, the lessons were of a very practical nature. The communicative approach was employ to help us learn more affectively. We were actively participating in speaking, writing, listening and judgeing. The tasks were challenging, difficult but achievable. My learning was enhanced by the possible applications of the English language after the lessons in speaking with my friends.Thirdly, the language we learnt was contemporary and up-to-date, so the learning was relevant and challenging. We were encouraged to learn English with reading books, watching films and even speaking to each other in English in daily life as the majority of learners did not have native speakers friends like I was fortunate to have. Another positive moment for me was that it was not a school environment. The atmosphere was relaxed and I did not feel an unnecessary pressure to follow any schedule. Our work was not graded and that alone was a very freeing calculate for me.I could reduce on actual learning and not worry about getting good or bad grades. And finely, the group of people that I learnt English with all consisted of highly motivated and enthusiastic people, who were very committed to learning the English language. The opportunity to learn from each other in the straighten outroom increased my motivation and learning. Active involvement and co-operation in our group helped me to enjoy our lessons. a pupil at that point of my life. Looking back now as teacher I cannot say those were the perfectly composed lessons.I would have done many things differently if i had been a teacher of that club now. But it was certainly a very different experience from everything else I had as a pupil at that point of my life. Negative learning experience As most students, adults or children, I have experiences a number of oppose learning experiences over my lifetime, everything from poor instructional methods to strongly influential teachers. These learning experiences have created impressions and preconceptions that added to the diversity of my classroom experience.It is important to examine not whole positive learning experiences but prejudicial ones as well, to understand the puzzle out that the past learning experience makes on the future learning. Most of my negative learning experience occurs in the first 2 years of the University where I studied the English language for teaching and translation purposes. Why do I consider that learning experience to be negative? First of all, in my opinion, the students needs were not properly addressed.As a student I often felt very discouraged when I saw plain-spoken behaviour on the part of my teacher. Witnessing repeated problems caused me at some point of learning to question my maj or and even my aspirations for a university degree. I think our teacher was unaware of our interests, backgrounds and even anxieties. This knowledge would have helped her to make the class seem more personal and the materials more accessible. Secondly, the teacher failed to provide materials and resources that worked with all or most learning styles.I am a visual learning student. Often I struggled during the lessons to follow or recall information that was comprehend in a lesson. If I had been provided some visual aids when perusing I would have retained more information. This visual tools would have amend my ability to store or and recall information more completely and effectively. And thirdly, the communicative approach was very rarely used, if at all during the lessons. communicatory language teaching makes use of real-life situations that produce communication.Our teacher, unfortunately, rarely set up situations that we could encounter in real life. My learning was not mot ivated by real-life simulations and meaningful topics. We were learning the language out of context, both linguistic and social. several(prenominal) situational context was still present though. We rarely engaged in class discussions when we could have shared our experiences and viewpoints. The teacher talked more and listened less. Because of my decreased responsibility to participate, I was losing confidence in using the target language in general. I felt less responsible for my own learning.As a result, my grades were low, so was my self-esteem. My disgraced self-esteem caused my negative learning cycle to progress. I missed quite a few classes. I lacked motivation for any classwork and became withdrawn. This negative learning experience was probably one of the strongest. It did get better in the future(a) three years of the University. Maybe because we the teacher changed or I was in some way able to remove the barriers to my learning that and had been put in the first twa in years of the University. been put in the first two years of the University.