The author started with an interesting perspective: We teach what we love so we do not understand why students do not want to learn. Unfortunately, that is not the case for me. I think I only like teaching, but not the academic English I teach. I have problems memorizing those rules myself, and found them annoying if I do not use them every day (as an academic scholar) Therefore, I do understand why they do not want to learn and why they cannot learn well. Perhaps this is what the author suggested: to use ourselves to understand resistance.
I do not quite agree with many of the points made by the author on learning resistance, such as poor self-image disjunctions of styles and fears of unknown/change. Perhaps I always position what I teach as a kind of skills, i.e. citation skills and their proficiency in English play a role only. Also, the education and exam system are demotivating enough, so students do not position the above problems as problems, i.e. they are used to it. Having said that, some of the points made by the author are still valid, such as the pace of less, the attitude of students towards the teacher, and teacher’s instructional ability. I think only classroom-based issues like these will affect students’ learning resistance.
Course Assignment for PIDP by Dennis Foung is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.