Make Your Students Interested in Revision

Students spend a huge time of their life studying and learning new stuff. This is what students are made for. But most of that time gets almost wasted when the same student will forget what he or she has learnt. And forgetting is so easy, so perpetual. You do not need to do too much to forget. But to remember, it is totally a different issue. 

So as a teacher you need to pay more attention to revision than even teaching a new lesson or chapter. Because if the student fails to remember the previous lesson, as he or she struggles with the next lesson, then at the end of course the course will still seem unfinished. 

So as new lessons progress, at the same time old lessons should be kept on continuous revision so that students can retain what they are already taught (even at least some fraction if not total). But this seems to be one of the toughest jobs for both the teacher and the student. Why so? 

Because usually nothing seems to be as boring as revising the old stuff. Students usually never feel excited to revise. It seems one of the most unproductive tasks for them. They rather read some new lesson or solve some new problems (in numerical subjects like Mathematics and Physics). As a consequence, teachers often face a very tough time with this issue. 

Teachers may try to find out some workable solution to solve or at least minimize this problem. One positive step teachers often take is to take frequent exams or mock tests. Frequent tests keep making the students continuously revise his or her study materials. But too frequent tests are not always a good idea for students academic development at the 

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Only very well prepared and rankers or toppers can take the pressure continuous tests. But all other average or even above average students are not always properly equipped for the process. Either they will panic or they will lose the seriousness of giving exams. And both the options are not acceptable for academic purposes. 

And also in most cases, exams or tests serves the purpose of checking the level of preparation and hence the level of revision done. But only testing is not the solution. Teachers need to show and establish a process through which their students would learn the importance of revision and also how to do revision on a daily basis even when there are no immediate exams or tests ahead.

Actually what a student will learn without the fear of exams is his or her actual learning. In the same way, whatever he or she would revise and remember without the purpose of exam or test is the actual learning experience. 

This is one of the greatest paradoxes and perhaps tragedies as well in the mechanisms of our education system. Still we cannot undermine the importance of exams also. So we need to find something different to ensure better revision and retention.