MY PERCEPTION OF TEACHING
When we say teaching, deals with students and learners, it is a process of imparting knowledge to the learners, while learning is a process of acquiring knowledge. Each person’s initial perspective on teaching was received without question or challenge and it was the result of being exposed as a learner at home, school and community or a moments responding to someone acting as teacher.
Teaching is an applied discipline and spreading the related practical skills. Teacher is identical to investigator, will always seek to widen the boundaries of owned knowledge. Teaching however is somewhat distinctive as the personality of an individual teacher will influence on how well they are able to use the established tools of good teaching. The hardest for teachers to learn is that the sincerity of their intentions does not guarantee the effectiveness of their practice. (Brookfield,1995). Basically, Teaching always takes place in social setting with all of the cultural, psychological and political complexities that complicate all human relationships including those between students and teachers. If ever, have a full awareness of how others perceive our action teaching in this way is inexperienced and potentially dangerous because it can lead to a misreading of what is happening in the classroom. Taking an undiscriminating view towards teaching can result in teachers being either unaware of, or unable to change, the blocks to learning experienced by their students. On the other hand, becoming a critically reflective teacher, one who continually seeks to understand what students are going through and how they can be helped to maximize their potential, can enable teachers to have be much more effective facilitators of learning.
When we say perspective of teaching, we are not only speaking the students, learners and teachers but also the inter-related set of beliefs, intentions that gives the meaning and justification and enacted activities like classroom which we considered as learning area between students and teachers, instructions which is one of the tools for learning and school, home and community which are the institutions of teaching and learning. We may not aware of a perspective because it is something we look through, rather than look at, when teaching and it becomes the object of our attention when we reflect our beliefs, intentions and actions. From watching others performing teaching, we can form an impression about what teachers do, what learners do, and how the process of teaching works and doesn’t work. Eventually, within individual, a set of conceptions related to learning and teaching evolves and is carried forward until it is challenged or perhaps when it no longer works or because of alternative perspective has been seen and seems better like contemporary teaching perspective approach.
Usually, teachers begin a course, students often ask the questions on what is it about? Means students do want to know something and eager to learn the knowledge. Then, students ask, how to do it? Means students wants to do things. Definitely, teacher should teach the students’ knowledge and skills, and the teacher’s challenge on how to teach them. Traditionally, teachers give those lectures, experiments, assignments and consultations and finally an examination, usually a closed-book examination. All these things are designed by the teacher. If somebody does not wish to learn something, you cannot teach her/him anything. If somebody really wants to learn something, however, she/he will learn it anyway. (King, 2005). As an educator, indeed, there are different teaching methods for different people. So our responsibility is to provide some knowledge and appropriate methods for the students to learn, and provide opportunities for the students to enhance their abilities which are useful in the future. From the point of view of student-centred teaching, we are guided by what is best for the students. Making decisions regarding content organisation and teaching approaches is largely determined by the students’ needs. Students are the centre and the teacher acts as a coach and facilitator. The goal of this type of teaching is the development of the students’ cognitive abilities. Student-centred teaching leads to ‘better retention, better transfer of knowledge to other situations, better motivation for further learning, and better problem solving abilities. And active participation by students helps them construct a better framework from which to generalise their knowledge.
In teaching and learning, we can have several different theories: behaviourist, constructivist, lifelong learning and student-centred learning and so on. To some extent, they are all right. Each has its strengths. We can also have many different approaches; each approach also has its advantages. A single approach may not be suitable for every course, every topic and all the content. In my opinion, our teaching responsibility is to make the content and process more interesting and more attractive, and we can combine different approaches to help develop the students’’ various skills. Whichever approach we use, at the end we should teach students knowledge and more importantly, the skills for survival. We should constantly keep this in mind.
John McCerthy: Student-Centered learning
What is your perspective in teaching?