Ishani Moulik

Logical Reasoning Faculty, CLATapult

I want to teach CLAT aspirants because I know the value of proper guidance and how it can alter the course of the preparation for the better. From my days of preparation, I have always wanted to share my experience and knowledge with those who share the same dream- making into the National Law University.

I have experienced all those emotions of uncertainty, anxiety, doubtfulness, etc. However one thing remained constant, that is my preparation and dedication to hard work which knows no short cuts. I sincerely hope that I would be able to instill the same in the students while teaching them.

I have been selected to teach Logical Reasoning to the students. I would be focusing on the conceptual clarity during the classes with a range of examples, which would be descriptive and illustrate the topic in the best manner possible, moving from the most easiest to the difficult and complex problems, with extensive discussion on why a particular option is the right one and why others are not.

Logical Reasoning

Categories in Logical Reasoning and my Teaching Methodology

Logical reasoning is basically divided into two categories: Analytical Reasoning and Verbal Reasoning.

Analytical Reasoning is more like based on certain set of rules and are generally easy to solve once we get hold of the concept and the rules.  Usually, these questions take up a lot of time to solve if there is a dearth of practice. So my focus would be on giving as many problems as I can so that the students become adept at handling any such types of questions.

The key focus areas would be- how to increase the speed and timing of the questions once the initial explanation of the topic with illustrative examples is done. The help of illustrations and diagrams would be an integral part of teaching while dealing with this section while keeping in mind that a familiarity is reached with handling such questions so that the dependency on diagrams is reduced.

In the Verbal Reasoning section, the student’s ability to understand and comprehend statements or situations is assessed. Or as I would like to put it, this exercise is to judge how a student makes sense out of a complex written statement.

Keeping in mind the subjective nature of this exercise and also the students’ preconceived notions and prejudices, this section commands teaching that would give students the right perspective of the statements and the road-map to reach the correct answers.

Some tips and tricks would be given importance to reduce the time taken to solve each question and reading speed would be given importance to.

Here, again the only way to go right in this section is having a good practice of solving diverse questions. Questions would be discussed and debated in the class and so will be the solutions. The reading of questions would be timed and again the exercise of extensive discussion and the idea behind the question would be worked upon.

The major strategy would include: paraphrasing the questions, determining the scope of the topic, the structure of the passage and asking questions on the passage.

I would prefer to give worksheets to the students after I conclude a day’s class which would contain enough questions so that they are objectively able to apply and check what is taught in the class.

There would definitely be doubt clearly sessions in the beginning of every classes and also discussion on the worksheets that would be given.

Individual attention would be given to the students who are not able to catch up with the progress in the class to ensure that such students also can be brought to the same level as the rest of the class and that they do not lag behind.

Students will have email channels open to them and they can contact me to register their queries that would be in due time taken care of. I would also share web sources links with students which discuss the tips and tricks to solve logical problems better, also those self help articles which helps them boost their morale when they are down with the question of uncertainty of making their end goal ie. CLAT.

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