Memorization Principles in the Classroom Essay

Memorization Principles within the Classroom Essay

Memorization has always been seen as an important a half of the learning process. Starting from memorizing the spelling of one’s name, one’s handle, and a lot of different info with out which human life doesn’t appear possible, one continuously practices his or her memorization abilities. Education performs an important position on this course of, as one of many major teacher’s duties is to encourage college students to exercise their brains. Teachers are empowered to supply the scholars with the tools that can assist them to memorize issues higher and, consequently, succeed in their studies and in life as a complete.

No one would deny the reality that talents to investigate and think critically are equally necessary talents that the students should develop. But memorization is as important as other parts of studying, or, to be more actual, this is a step for different studying to happen, and it by no means loses its value at every stage of training.

It is a common apply for contemporary colleges to emphasize many facts and few expertise. Students are expected to memorize a considerable quantity of data that often doesn’t seem very interesting to them. But apply exhibits that academics merely give their college students the duty to memorize this or that piece by the subsequent lesson without correct steerage that should associate with the project. As a end result, college students often should bear the burden of memorization, seeing it as a frightening task they’ve to cope with.

To change this example, a teacher should both work out one’s personal method to developing memorization skills with the students or profit from the existing ones. The key to success here is to mix several memorization methods depending on the fabric discovered, the students’ pursuits and skills, and the time at the teacher’s disposal.

The debate round the issue of rote learning as a approach to memorize issues will never find a unanimous answer with the academics. There exist both important and supportive views on this downside. On the one hand.

Rote learning is the process of acquiring materials as discrete and comparatively isolated entities that are relatable to the cognitive structure only in an arbitrary and verbatim fashion, not allowing the establishment of meaningful relationships (Brown et al., 1983, p.132).

This definition implies that studying by rote is meaningless, because the newly discovered material has little or no affiliation with the beforehand acquired data. According to this view, rote learning doesn’t have much potential for retention. Meaning learning, quite the opposite, is “a process of relating and anchoring new materials to related established entities in cognitive construction.” (Brown et al., 1983, 137) Through meaningful learning, a pupil resorts to the information she or he as quickly as acquired and managed to establish the interconnections that assist him, or she memorize the material easier and for a really long time. As for rote learning, material memorized in such a means enters short-term reminiscence and gets low chances for retention. Brown (1983) claims:

Human beings are capable of learning virtually any given merchandise throughout the so-called ‘magic seven, plus or minus two’ items for perhaps a number of seconds, but long-term reminiscence is a different matter (13).

Developing the students’ long-term reminiscence, due to this fact, turns into the aim of primary importance for a teacher. To obtain this aim, he or she ought to have a clear-cut system of rules to maintain to whereas instructing memorization. For instance, Marlow Ediger (2000) suggests the next set of principles for a teacher to be ruled by when encouraging students’ memorization:

  • Use of upper levels of cognition together with a recall of data;
  • Memorization of what tends to be highly utilitarian, similar to the essential addition, subtraction, multiplication, and division details; fundamental sight words in growing a studying vocabulary; and essential science and social research content;
  • Memorization should become an gratifying activity for college students. They should clearly see the explanations for memorization. Thus they may feel inclined to memorize;
  • Games within the classroom contribute to raised memorization;
  • Software for student interplay emphasizes memorization of what is necessary;
  • Discussion groups reinforce related items dedicated or ought to be dedicated to reminiscence;
  • Planning and assessing with college students selected items to be memorized will increase students’ need to recollect the material wanted (503-505).

When a teacher strives for a student’s long-term memory, she or he should give special consideration to the problem of marks on this process. Students must be encouraged to memorize things not due to the purpose of getting a superb mark however due to the worth that the data has in itself. It usually happens that college students work for marks, as the college itself values them so highly.

Though getting a positive mark often serves as a driving force for the student’s remembering this or that thing, the material retained in this means won’t ever enter the student’s long-term memory. Therefore, teachers should not depend on marks as the dominant issue within the teaching of memorization. To foster in students the burning want to know and to not simply get a great mark – this should be the ultimate objective of a trainer, and fostering in them the burning desire to recollect issues for a long time, if not endlessly, this is a vital think about attaining this goal.

Making the students concerned in what they’re memorizing, a teacher will soon observe the results of his or her work. One of one of the best ways to do it’s to encourage the scholars to strengthen the material in their brains by seeing, listening to, feeling, and even smelling it. For occasion, visible prompts flip to be a useful software for reinforcing and remembering information. Internal (emotional) or external (tactile) feelings additionally assist to strengthen the fabric. Sound is also generally utilized by teachers as an efficient device for memorization. There exist quite a few methods of incorporating sound into the student’s memorization expertise.

In basic, ways of reinforcing data via the student’s senses are somewhat numerous. The teacher’s function is to choose on the techniques which might be applicable for the specific task the students have to cope with. The more efficiently the strategies are mixed by the trainer, the more information his or her college students are capable of retain.

In conclusion, we must always say that the students’ success a lot is dependent upon the teacher’s want and skill to help them whereas striving for it. Teaching memorization as an necessary a half of the learning course of requires a lot knowledge and expertise from the instructor. The latter ought to be in constant search of the suitable methods to rely on in this process. The outcomes of utilizing the suitable ones won’t ever keep them waiting.


Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, Remembering, and Understanding. In P. H. Mussen (Ed.), Handbook of psychology (Vol. 3, pp. 77-166). New York: Wiley.

Derbyshire, J. (2001). Thanks for the Memories: Rote Is Right. National Review, 53.

Ediger, M. (2000). Choosing Evaluation Procedures. Education, 120 (3), 503-505.

Weinert, F. E. & Perlmutter, M. (Eds.). (1988). Memory Development: Universal Changes and Individual Differences. Hillsdale, NJ: Lawrence Erlbaum Associates.

Westreich, G. (2002). Dance, Mathematics, and Rote Memorization. JORD–The Journal of Physical Education, Recreation & Dance, 73(6), 12+.

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