Knowing your Content Area is Not Enough for Teachers or Students: Do Not Just Memorize Facts and Formulas

Knowing your Content Area is not enough

Traditionally, students have trouble thinking of subjects beyond right and wrong answers. For example, students will see a history class as a set of dates and events that need to be memorized in order to answer questions correctly on an exam. They fall short of seeing the broader picture or the impact that history can play on the present world or their own lives. Similarly, students miss the broader aspects of mathematics and science. They rely on formulas and procedures to solve the instant problem, but fail to see how the formulas and procedures are actually based on larger concepts that apply universally to the physical world.

If a teacher can connect a subject to the student’s own life, that student will achieve a better and more deeply-rooted understanding of the subject. For example, in history, a teacher can introduce subject matter by involving the students in debate which draws upon the students’ own experiences. This creates a more personal connection with the student and subject matter. In mathematics, a teacher, through the use of models or physical demonstrations, can link a student’s basic understanding of numbers with larger mathematical concepts. This approach replaces a traditional teacher’s dependence on just abstract concepts of numbers. With physical sciences, a teacher can take advantage of a student’s common, intuitive understanding of the physical world to show physical laws in action.

No matter the class subject, research has consistently shown that effective teachers must understand how a student learns. However, effective teaching approaches in one subject do not necessary translate to another subject. A teacher must tailor lessons so as to maximize the effective...

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... for a teacher to possess, a teacher must also be able to understand how best to teach a student at their level. Another trait that I share with the examples discussed in this chapter is a willingness to put additional time and effort into a lesson. All too often, teachers end up depending on past lessons due to complacency, fear, or an unwillingness to try a new approach. This dependence creates a staleness that inhibits learning

As teachers, we must be willing to keep up with new methods in our craft that are geared towards learners in this generation. We must be willing to apply what we learn from teacher conferences and professional development classes to our classroom. I understand that it takes time to develop new lessons, however if a teacher does not try new approaches then he or she will never grow better at teaching to this new generation of learners.