Psychologists and pedagogues of the early 20th century discovered a new law of learning : a person can learn, acquire knowledge, develop skills and know-how only if he enjoys learning, in other words, in a setting where he is free in his choices and where he is autonomous.
What is the most favorable context for learning?
Within the school context, children are under pressure and threats from teachers and the system in general. The result is that they do not manage to make some elementary learning, such as reading, writing or counting. It is interesting to note that, in this context, external incentives are numerous, for example : punishments and rewards from teachers, punishment of parents, comparison with classmates, the threat to schooling and its place in society later. Two experiments are possible, the first is that the student is able to perform the action requested under the constraint but the learning will be weak or even zero. The second experience is that he cannot, that he does not have the skills to perform the requested action despite his good will, his desire to obey and to have the rewards. Why does the student face this difficulty? The student grapples with this difficulty because it requires him to put in place a process that does not depend on his own will, out of this process is only possible if he is pleased to perform the task requested, if he has the spontaneity that allows the invention, the search for solutions, and so effective learning. He lacks the energy to move from the state of inert person to the state of a dynamic person, which helps him to structure his learning.
What place should be made to pleasure in learning?
Pleasure is an essential role in learning, it is in direct connection with the needs of the person, with its internal requirements. This is why, to achieve effective learning, it is necessary to practice an activity that is done purely for pleasure and to repeat it many times. It is up to everyone to find their own way of learning, and this must be based on a certain appetite. What is fun and fun is more effective, attracts more attention and arouses more interest. The feeling of playing holds a considerable place in the process of integrating information. The game has powerful pedagogical virtues.In the game, errors are considered an integral part of the evolution process, they are not considered acts to avoid. In addition, the playful experience makes us responsible for our learning, which also leads to a reduction or exclusion of stress. Speaking of games we also talk about emotions, they are at the heart of learning. A pleasant emotion encourages one to pursue a commitment, to reach a goal, whereas an unpleasant emotion pushes to stop the action. The satisfaction of feeling responsible and the long-term commitment are related to the enjoyment of an individual in the practice of a practice.
The feeling of pleasure is one of the elements that explains that people succeed better than others in learning.
Thomas Ricomard specializes in teaching French as a foreign language. He has been providing private lessons since 2015, both in-person and online (via Skype). He taught at the Popular University of the Canton of Geneva (Switzerland) from 2015 to 2018, instructing several groups of 20 students from around the world (United States, Canada, United Kingdom, Spain, Brazil, South Africa, Zimbabwe, Mexico, etc.), ranging from beginner to intermediate levels (A1 to B2). With a Master’s degree in clinical and cognitive psychology from the University of Geneva, his knowledge of psychology allows him to tailor his teaching methods for optimal learning, taking into account factors such as visual memory versus auditory memory. He expresses his passion for the French language through writing texts, including poetry and songs, which he presents publicly at numerous music and slam events.