Through the Teaching and Learning Investigation I came to realise that there are many complexities concerning teaching as a practice and the learning process of students. Teaching and leaning is no easy task and this is largely due to the rapid changes and increased complexity of today’s world which presents challenges and places new demands on the education system, and in turn the teaching and learning process. Through the process of being taught, observing the teacher teaching the same content to someone else, and teaching the content myself, I gained insight into the many components of both teaching and learning.
As a learner I noticed that being in a classroom with multiple learners can make a difference to the learning process in the sense that my classmates’ answers and input gave me a foundation on which I could build my own concepts and understanding. Through the process of learning I also noticed how the use of questions helped me form a better understanding of a concept as the questions allowed me to view the material from a different perspective and angle, as well as gain insight into the thought process of the teacher. When trying to teach the material to someone else, I discovered that teaching one-on-one is difficult in the sense that there is no one else for the learner to build their ideas off of, or to refine their own ideas through the input of other students. When teaching my sister, I modelled most of my teaching methods on how Chandra taught Clara, especially the way in which she encouraged Clara to develop her responses through questioning.
Through this investigation, I now have a better understanding of the importance of questioning and how it serves as a method of teaching that facilitates learning. I dis...
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...arning or the student offers up information that the teacher had not originally thought of but it adds to the lesson, both instances are dependent on the teacher as well as the student. My discoveries about teaching and learning are far from complete. However, through this three-step investigation process of being a student, an observer, and a teacher, I have made valuable observations and conclusions that will continue to challenge my views on teaching and learning.
Through this investigation I discovered that the teaching and learning process is very complex and there are many factors that contribute to the success or failure of the process. Teaching is not a simple task, especially in a classroom environment with numerous students, and it is important for the teacher to know how to maximise the learning process and make it as beneficial for all students involved.
In the article “Never Say Anything a Kid Can Say!” Steven C. Reinhart shares his struggle of finding the fundamental flaw that existed in his teaching methods. He is a great teacher, explained mathematics well, he was dedicated and caring, but his students were not learning and with low achievement results, Reinhart had to question his teaching methods. He began to challenge himself. He committed to change 10% of teaching each year and over many years he was able to change his traditional methods of instruction to more of a student-centered problem-based approach. This article promotes students to engage through the use of questioning.
As opposed to 19th century teaching practices, where the teacher was seen as the source of all knowledge and had the responsibility of passing that knowledge on to children, teachers using the inquiry approach have the role of facilitating an environment where children can construct their own learning (Reynolds, 2012). In the inquiry based approach, the teacher goes on the learning journey alongside the children and the focus is not on what is being taught, but rather on the learning process (Murdoch, 1998). Additionally, learning is relevant and meaningful in children’s lives and connected to their current funds of knowledge and other areas of the curriculum (Arthur, Beecher, Death, Dockett & Farmer, 2015; Bateman, 2014). One benefit of the inquiry process, is that it promotes a variety of skills which are vital for children in the 21st century. Because of the rapid progress in technology, teachers have no way of knowing the skills students will need in their future jobs. Therefore, the main things students need to learn are how to learn and how to think. The skills developed during the inquiry process include information processing skills, critical and creative thinking skills, communication skills and reflective and metacognitive skills (Reynolds, 2012). Mastering these skills will equip students with the abilities they will need in the future to
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
As the instructor in my classroom, I am responsible for making sure that my students reach the highest possible level of understanding in the subject area that I teach.
Unfortunately, some academics do not use professional practices to identify how students learn and teach students. Perhaps one of the most important aspect of teaching and learning is how well the teacher knows the learner. Many lecturers know how the students learnt/learn best, but do not necessarily consider to improve teaching. This is a vital factor which should be concerned during the preparation of the lessons.
Teachers continually learn about ways people learn – the processes of learning and how individuals learn best. They learn about their students and individuals, and learn with as well as from their students when they seek knowledge together. (Principles of effective learning and teaching, 1994). Through continually discovering new and exciting ways to help mould a constructivist classroom, the students will be able to achieve their outcomes with great ease and learn to enjoy education.
This perspective represents a change in the thinking about the teaching-learning process; a change between an approach that favours what works to the majority of the students and that incorporates something “different” or additional ‘for those
Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs about teaching and what I have learned this semester, and came up with the following.
The overall essence of education or knowledge acquisition is reflected in an axiom by Confucius which says “Tell me, and I will forget; show me, and I will remember; but involve me, and I will understand. Back then, it was clear that learning was a comprehensive process which involves passionate exchanges between students and their teachers; unfortunately this is not the case in most modern classrooms. Instead of the expected bidirectional communication between learners and teachers, in the modern learning environment there is a unidirectional system which involves the teacher incessantly hurling facts at students who, due to their passive roles as mere receptacles, have fallen asleep or; in the case of “best” students are mindlessly taking notes. This leads to a situation where knowledge has neither been conferred nor acquired.
The nature of teacher and learner interactions of this approach stems from the foundation that every person teaches one another and that everything in life teaches. The formal teacher of the educational event is the facilitator of knowledge and conversation, yet is not the only authority on the topic. Everyone carries knowledge and can learn from one another through sharing authority. As Halverson states, “teachers dealing with youth and adults need to be clarifiers of the faith, lifting up dilemmas, encouraging thought, and being open to many viewpoints” (31). Rather than having a hierarchical and set method of teaching, this approach to conveying a message opens conversation and allows people to feel validated and supported. The learner is more important than the content.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
Education is an ever-changing part of society. A classroom teacher is faced with new challenges and obstacles that have never been dealt with before. Students come to the classroom with different life stories. Every student has strengths and weaknesses that surface in the classroom environment. Teachers must understand and focus on utilizing each student's strengths and work to improve weaknesses. Students learn in a variety of ways. The classroom must be a safe zone that appreciates student's viewpoints and allows room for mistakes. When topics in the classroom are related to "real-life" experiences, the information is more likely to be retained. Students learn from one another. The ideas and perspectives that each student brings to the classroom can bring insight into what is being learned. Students have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When students are encouraged to explore, they begin the process of becoming lifelong learners.
In today’s classroom, the teacher is no longer viewed as the sole custodian of knowledge. The role of a teacher has evolved into being amongst one of the sources of information allowing students to become active learners, whilst developing and widening their skills. Needless to say, learning has no borders – even for the teacher. One of the strongest beliefs which I cling to with regards to teaching is that, teaching never stops and a teacher must always possess the same eagerness as a student. Through several interactions with other teachers, I always strive for new ideas, techniques, teaching styles and strategies that I might add to my pedagogical knowledge. Furthermore, through personal reflection, feedback and evaluation...
Simple approaches and flexible means are the key to effective learning. Monotony and regimentalized fashion of learning is usually not recommended for the growing minds to ensure that the minds remain open and accept more stimuli from the surroundings.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.