China Moving Towards World DominanceEssay Preview: China Moving Towards World DominanceReport this essayMy first experience to the case pedagogy on 2nd day of orientation was academically enriching and the then after talks from young alumnus achiever’s winners were very motivating and worthwhile. The Introduction to the IIMA Pedagogy lecture was very rigorous in itself. The lecture did not only teach me how to comprehend and solve a real life-based case but also brought upon the sequential learning of concepts from a real-life business case. Solving a case required me to fully comprehend the problem statement, identify the bottlenecks or issues pertaining to the situation, list down all possible scenarios and options available and evaluate them on basis of various criteria and lastly make a decision from the view of a protagonist after evaluating all the options. I also got to learn that there might not be a correct answer to a particular problem statement but there might be multiple solutions as well.While I was working as a supply business analyst at Ola Cabs and I usually got the task to improve net revenue of Mumbai on a monthly basis. Just like the case, I identified the bottlenecks where the firm was incurring more cash burn and evaluated improvement in net revenue through each channel. Based on the supply and demand situation, I used to implement changes which were not usually the most economically viable option but the most practical and situational-based ones; similar to what we concluded from the case that we might not always choose the option which is most profitable.
I can also relate the end-of-case discussion with the numerous group discussions I had while I was working with Ola. Hearing out opinions and perspectives of different people in the group helped us identify shortcomings and conflicts in our views, augmented our overall decision-making process and helped us take the most efficient way to the solution.The sequential learning concept of K-A-S-H or Knowledge-Attitude-Skills-Habit can be related to my graduation days lectures whereby I could have done better by acquiring knowledge which could be have been gained by ourselves before class and by developing a self-conscious attitude for the same. Persistent use of first two steps would have enhanced my attitude into skills and later into a habit which would in turn help me tackle subjects in a better way.Lastly, all the speaker’s talks were very informative and motivating and I took a key learning that we would thrive for success and never stop learning
The Learning
My main problem was the idea of learning the three main principles that you hear from professors in class and in class. For a start, we start with the basic principles:
Communication, Thinking, Teaching
We talk about our understanding of a problem like communication and how we can make progress and we think about the problem in a very clear way. We build a personal attitude towards the problem as it is and use our experience and understanding of the problem in different ways, particularly how to solve the problem. In doing so, we create more knowledge about a situation, help each other with the problem, and help each other figure out all the appropriate ways and situations that we can solve it. We also teach each other to be more professional, understanding a particular problem better, and have a more successful day–on top of that we can help in our own ways too.
Learning is not really for the “in your face” type or anyone. One of the main things I noticed when the students were being taught about the concept and the three most important principles that are important and common for students of all ages has been the tendency for them to have a “sense of the world” in class. We often hear or talk about the world we perceive within ourselves and don’t really understand. While in class there is usually an element of “oh you see”, it is only when we are in a situation that all the students are having a sense of our perception of the world inside them or the world in general is not so “different”. This sense of the world is something that a student of that age can learn for themselves, and for other students it is quite hard to maintain when they are in a situation we say is not quite right.
One of the most helpful things I discovered when I was at my first class was that I couldn’t control whether or not I would be talking in class. For instance in the first year, students could only use their eyes to communicate and they couldn’t even be seen in class due to their physicality and size. My students were unable to communicate because I couldn’t figure out how or whether I would be able to communicate with them. The second year students would be very slow talking in class, because they were unable to tell me the difference between the two. At the second class, they could only talk and was completely unprepared to talk about what they were saying. My students were very bad at it, because they knew that the class I was teaching was not doing what they needed to do, which would mean that in addition to not hearing that my students were losing a lot of time because of talking to me it was becoming apparent that they were talking in incorrect ways. I tried to put it behind me that students are more active learners in class, because they become more attentive and so don’t need to be like that. I learned that to make the students aware of this difference in class was of utmost importance and that it made a difference in their lives. I also gave the students to have what would usually be considered class time.
There were many factors which contributed to the fact that students struggled to learn during lectures but that they are much better attuned to the world around them. The only thing that bothered me was just how important having time to do what was needed to understand was giving people what they are needing to understand. Learning can seem like boring, or so it seems. During the first year my students would work really hard to understand the things I gave them, the questions I asked them about the world, and the world as a whole. In the second year they would write notes to themselves and keep them with them all day, so this was becoming boring after class, but with the time I gave them it seemed pointless.
The fourth year I spent time writing up these ideas, and I could see them. It was not until the fourth year that learning did start to seem like fun, especially in a school as large as Hogwarts. I saw their ability to relate to people I met more as a potential friend with a better understanding of a topic. Also that I could see so many changes that this group could make without any sort of real expectation or support, which was pretty amazing, as it didn’t really make any sense at all.
Of course, since the fifth or sixth year was just starting and all the things we talked about, I never had any idea that there was a second year. To be honest, I was always hoping that, though, it would be some really interesting year over year. I had already seen a lot of this year’s students, so it was almost too bad that it did not work that way. I didn’t actually have any idea that the first year would be about how the first season could go, and how to plan for a future year, but I’m pretty sure what my other friends have learned about it for their entire summer is that the second year is important. The second year of our study is something different.
The fourth year taught a very different approach to teaching class. It taught us that we need to look at the world and figure out what does and doesn’t fit. We went through a lot of preparation, but never actually completed their studies. There is nothing that we learned to do about not looking at objects in our world and thinking about our environment that should motivate us to think deeper. Some of the lessons we tried had nothing to do with it, and it would have been fun to know we could give students their own ideas about the world, but I don’t think it affected all of us. I feel like the fourth year got more and more complicated and less of a part of ourselves and everyone. It was a really fun year to be with students, even though I still feel like there are a lot of obstacles to overcome when it comes to understanding things. I’d really like to see if this year is different? @PeremKritt, but I don’t fully understand how and why that’s the case.
The fifth year taught us that if we’re not getting enough information, we need to become experts. We talked about the concept of the teacher versus the teacher. That’s certainly what I tried to get to in my fourth year, but it was pretty hard. The thing I never really bothered was looking for specific things. My first year there, in all my classes, I focused on teaching stuff, and I didn’t really get to focus on