Mauricio Adelino
In classrooms worldwide, teachers encounter a variety of behaviours from their students. Some are attentive, eager to learn and actively participate in class discussions, while others may seem disinterested or daydreaming.
However, one peculiar behaviour that has sparked curiosity and concern among educators and parents alike is the act of "pretending”. Being a student myself, I am of the opinion that it is not just pretending but may potentially be a symptom of more serious problems that have an impact on students’ cognitive and emotional states. Pretending in the class commonly exhibits a behaviour known as "classroom daydreaming", which is an observable behaviour where students seem to be paying attention but are mentally disengaged; they have a tendency to feign interest in the lesson, understand the content or actively participate in discussions. These students may appear engaged, nodding along with the teacher, taking notes and occasionally asking questions. However, upon closer observation, it becomes evident that their understanding is superficial and their grasp of the subject later becomes questionable. This type of conduct is not unusual, and from elementary school children to university students, I believe it can exhibit itself.
Some of my teachers have interpreted this conduct as a symptom of boredom, a lack of interest in the subject matter, or even a lack of interest in the learning process itself during the many years that I have been in school up until today. I disagree, though, and think the causes of this occurrence may be more nuanced than a simple lack of interest. It is debatable whether or not pretending in class should be categorised as a syndrome. Some experts may contend that it is a distinct syndrome with distinct underlying neurological or psychiatric characteristics. As a result of attention-related problems like attention deficit hyperactivity disorder (ADHD) or attention deficit disorder (ADD), they contend that some children may find it difficult to maintain their concentration. Additionally, illnesses like Specific Learning Disabilities (SLD) can cause feelings of frustration and inadequacy, which can cause individuals to withdraw from the academic environment. In this situation, pretending might be a coping strategy to mask their low self-esteem and problems, or prevent bringing attention to their challenges out of concern for shame or scorn from their peers. On the other hand, critics of the "pretending as a syndrome" concept argue that it might be misleading to classify it as such. They believe the actions are a result of larger societal problems including an overstimulated digital era and mounting academic expectations. Students may find it difficult to focus for an extended period of time in a world where social media, video games, and an always-connected online environment present distractions.
Additionally, some students could find the curriculum unstimulating or feel cut off from the process of knowledge transfer. In these situations, pretending might be a passive protest against a system of education in Namibia that does not fit with their interests or learning preferences.
Whether or not pretending in class can be categorised as a syndrome, I am adamant that educators, parents, and education policymakers need to pay attention to and understand the problem. To address the underlying causes of this occurrence, a more thorough approach is required rather than just brushing it off as a behavioural issue. Various approaches to addressing the problem: 1. Individualised Support: Teachers should make an effort to provide a caring atmosphere where students feel at ease discussing their struggles. Early detection of difficult pupils and tailored support can be very helpful.
2. Engaging Teaching tactics: Teachers must use a variety of tactics that accommodate various learning preferences to make the classroom environment more interesting for all students.
3. Promoting Open Communication: Promoting open communication can give students the confidence to address their problems without worrying about being judged.
4. Specialised Assessment: Asking for advice from school counsellors or specialists can be a start toward a correct diagnosis and support if teachers identify an underlying learning problem.
5. Mental Health Awareness: To recognise and assist children/students who are struggling, schools should encourage an open dialogue about mental health.
In conclusion, the act of pretending in class is a multifaceted issue that warrants careful consideration. While it may not be appropriate to label it as a syndrome outright, addressing the root causes of this behaviour is crucial in ensuring students' academic and emotional well-being. By fostering an inclusive and supportive learning environment, we can help students overcome their challenges and achieve their full potential.
* Mauricio Adelino is currently a senior veterinary medicine student at the University of Namibia, a former Neudamm Campus student vice president, former congress speaker of parliament of all 12 Unam campuses (2022), and a former secretary general of the International Veterinary Student Association of Namibia (2022).