Interaction is the hallmark of effective communication. Consider a simple question: “Is the taste of sugar sweet or salty?” You instinctively answer “Sweet.” But how do you truly understand that sugar is sweet? The answer lies in the senses. If you placed sugar on your forehead instead of your tongue, you could not describe its flavor. A chemical reaction, aided by enzymes, must occur as the sugar dissolves on the tongue for us to perceive sweetness, saltiness, or bitterness.
Chili, however, is even more intense. We fully realize its spiciness even without it touching the tongue; if chili powder touches the eyes, ears, or nose, the resulting pain reminds us of its potency instantly. This sensory interaction is a physical parallel to the classroom: without the right “contact,” the message is lost.
We must ask ourselves: why does a child sometimes fail to learn despite repeated explanations? The answer is often a lack of successful communication. If an educator cannot bridge the gap between their instruction and the child’s understanding, their efforts are in vain. However, knowledge cannot be imposed. To make the teaching-learning process effective, we must create a clean, healthy, and child-friendly environment. This requires an understanding of the three foundations of education: the psychological, social, and philosophical.
Friendly behavior, love, and a fear-free atmosphere bring children and teachers closer. Intimacy is a prerequisite for the student-teacher relationship; only then does true interaction become possible. Consider a matchstick. It ignites only when rubbed with the right pressure against the rough surface of the matchbox. The friction creates heat, converting red phosphorus into white phosphorus, which then reacts with potassium chlorate to create a flame. If the stick is merely touched lightly against the box, it will not ignite. That lack of fire represents a lack of interaction. When children become truly comfortable with a teacher, the possibility of effective communication reaches 100%.
In this environment, children feel comfortable asking questions—the ultimate sign that learning is progressing. When a classroom is “bombarded” with questions, the learning process is strong. When children enjoy the process, they reach a state of mastery.
We see this mastery when a child masters a bicycle. Once they are confident, they might release the handlebars or remove their feet from the pedals to perform “acrobatics.” They are no longer just riding; they are playing. We see it in the circus, where trapeze artists swing with such perfection that their hands and feet find their mark as if they had “eyes” within them. If they had to stop and look for the bar, they would fall. Their movements have become automatic.
This is the goal of all teaching: when someone learns a subject well—be it mathematics or cycling—they begin to “play” with it. To reach this level, we must encourage a shift from rote memorization to deep mastery. Only those who have “eyes in their fingers” become great typists; one can only go so far by looking at the keypad.
Constructivism teaches us that children create their own knowledge. The teacher’s job is to nurture hidden talents, instill a desire to learn, and cultivate a thirst for knowledge. When a child is thirsty for information, they will seek the “water” of knowledge themselves. Teachers should create situations for exploration, tapping into the child’s innate qualities: they are natural collectors, inquisitive, playful, and highly active. Ultimately, learning should be a joyful immersion. Creativity cannot emerge from hardship or burden. When we teach through joy, we allow the child’s natural curiosity to flourish, turning the classroom into a space of discovery rather than imposition.
