Durairajan, Geetha
(2012)
Evaluation: is it the cane that guides or the dog that guards?
Language and Language Teaching, 1 (2).
pp. 4-7.
ISSN 2277-307X
Abstract
All of us as living beings teach someone something at some time in our lives. Caregivers and parents do this much more than others. They teach children to tie shoelaces, plait hair, tie ribbons, make tea/coffee, answer the door bell, eat without spilling, etc.; an adult may teach another adult how to cook, sew, knit, or drive a car. The list is endless. This, as Gardner (1999) beautifully described it, is an education that took place long before there were formal institutions called schools. If we think about the nature of such teaching, we realize that there are no lesson plans or lectures. Teaching is implicit, either by
example, or a simple “Come, I will show you what to do”. Examples are provided, but the example (and by implication the teaching) differs from person to person; teaching is finetuned, calibrated and individualized. This ‘individualization’, needs an implicit ‘evaluation’.
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