Analogies are something that has
been used in schools for countless years, but many teachers do not know how
exactly to use them. Unlike rapport and individualized practices, analogies are
very common and recognizable among many people.
Many teachers assume that analogies
are only useful when students in class are physically confused, and also ask
questions about their confusion. This effectively decreases the amount of
analogies used in the classroom, because, although students are confused about
a subject, a lot of students are afraid to ask questions. There are students
that are naturally shy, and I don’t think that a teacher can do a whole lot to
change that aspect of a student. However, if a teacher uses analogies
countlessly, even when no students appear confused, then even those shy
students’ doubts will be cleared.
This is something that many of my
own friends and I have experienced. If we raise our hands and have questions, a
lot of times, good teachers will have already answered our questions for us, at
which point our hands usually start to weakly descend.
This is because great teachers use
analogies. And not only when students are confused. If a teacher feels a topic
is hard, then they should make an analogy out of it, even if none of their
students appear to be confused.
Of course, many teachers are at a
loss for how to make analogies that relate to the students themselves.
Analogies are really just simple similes, comparing the topic at hand to an
aspect of the outside world. As long as a teacher is knowledgeable to a certain
extent, they can make analogies to the outside world, because as soon as a
teacher recognizes a similarity between what he/she is teaching and something
outside the classroom, they should immediately say it aloud.
Analogies don’t have to be a
similarity, either. They can be a difference, as well. Teachers can also relate
opposites to each other, providing insight for the students on a whole
different level. In this case, opposites are attracting the students. Instead
of relating a topic to something similar to it, teachers could relate a topic
to something opposite of it in meaning, so that students can grasp an idea of
the topic at hand.
Teachers can also get personal with
analogies, but this is only when certain students are confused. When the number
of students not grasping the topic in a classroom starts to increase, a teacher
needs to make their analogies common instead of personal. However, when only a
few students are confused, teachers can definitely make personal analogies with
the students using previously developed rapport. Of course, rapport needs to be
present for these analogies to come across as helpful. How are these types of
analogies achieved? Well, for starters, the teacher needs to know what student
or students they are talking to. Then, the teacher can make an analogy that
he/she knows that the specific student will understand.
For example, my Civics teacher makes analogies constantly.
But when only a certain amount of his students is confused, he makes an analogy
with them that he knows that they will understand. There was one instance where
I was confused as to why Political Parties were always split. He responded by
making an analogy to Star Wars. He
referred to the Jedi and Sith, the two opposing sides of the
franchise. I immediately understood, because he made an analogy that both him
and I understood. By using rapport and analogies, he cleared my doubts.
I hope that with this, I
have cleared your doubts.
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