" Why do you bother? "
This is a personal reflection that will attempt to answer the question “why do you bother” asked by the student within the class room. This reflection will use references to my own thoughts on the matter as well as distinct teaching philosophies and ideas from a range of sources.
After reflecting on the question asked by the student I felt that the best way to answer this would be to explain why I enjoy teaching, even when I have a class that is full of highly distracted teenagers, as well as explaining how my teaching is also of benefit to the student.
While expressing why I enjoyed teaching to the student I would try to explain that this joy comes from being able to watch the progress of students' as they arrive at new realisations. I can share a range of knowledge to students’ about music and sound and by my teaching I want to pass on this love for the subject that I feel, so that each student will wish to learn more about it. I also feel that I am a good role model for the students’ for not only am I passionate about the subject that I teach but I also believe in showing respect for all students and colleagues.
The circumstances outside of the classroom including the rain and any other variances can affect the students’ motivation and focus. Inside the classroom there can be many variables such as the untidiness from students’ lunches, scattered chairs and the smelly bin all of which were clear distractions. Asking students’ to rearrange the room was an act of bringing structure back into the classroom and student focus. Cleaning up the messy room is also symbolic and in a subtle way teaches students’ how to make clarity out of jumble.
As a teacher it is important not to bring your personal life and thoughts into the classroom, focussing more on what you are about to teach. I understand that it is my role to facilitate the students’ learning so that they can understand the information that is presented, gaining new knowledge and skills that can be used outside the classroom.
My teaching also aims to have students answer in a more complex logic by listening to multiple perspectives within the classroom, participating in discussions and making decisions using a variety of skills, which they have acquired from prior personal experiences (Jonassen, 1994). By introducing the idea that information about the world is continually being assessed and redrawn, I expect students to become more motivated in their own learning and come to an understanding of how to be an “independent life-long learner”. (Some of the above principles were introduced by Tony McArthur and Katherine Cleary of Notre Dame University during workshops about teaching, learning and pedagogy, March 2007).
Piaget (1999) believes that high school students through to adults should strive to be capable of thinking logically and abstractly, as well as reasoning theoretically. When a person is able to do these things they are more equipped for making good decisions in the real world.
(Picture 1: Teacher facilitating a group discussion with students offering multiple perspectives on an issue. BCDA)The methods of teaching and learning highlighted above are also known as constructivism where “learners assume the responsibilities of their own learning, they have to develop abilities to monitor and direct their own learning and performance”. (Wana, 1995). This type of learning takes the students on an adventure where they are guided by each other and the teacher, rather than other learning methods which limit the students thought process by not considering other perspectives or searching through unknown knowledge.
During the class I got the students down to work because I know there is an endless amount of knowledge that they can sink their teeth into to learn more about their world and to add to prior learning. I want my students’ to immerse themselves in the information that is being offered and disregard their surroundings that can be distractive including text messaging and doing homework for other classes.
Once they are completely absorbed in the work that I have given them the students’ will be in the “zone of proximal development”, where I can assess their knowledge and skills in the area of study they are focussing on and facilitate their potential for development in this area (Vygotsky, 1999).
In conclusion I feel that I have answered the student’s question "why do you bother?" in such a way that shows how the teacher facilitates student learning and gives them skills to make good decisions about their world. In closing I leave this question "why wouldn't I bother?"
References:
Jonassen, D. (1994). Characteristics of Constructivism. Retrieved
March 05, 2007, from http://tonymcarthur.edublogs.org/files/2007/03/characteristics.html
Piaget, J. (1999). Jean Piaget’s Theory of Development. Retrieved
March 06, 2007, from http://tonymcarthur.edublogs.org/files/2007/03/piaget.htm
Wana, J, Y. (1995). CSCL Theories: Constructivism Theory. Retrieved
March 04, 2007, from
http://www.edb.utexas.edu/csclstudent/Dhsiao/theories.html#construct
Vygotsky, L. (1999). Lev Vygotsky’s Social Development Theory.
Retrieved March 10, 2007, from
http://tonymcarthur.edublogs.org/files/2007/03/vygotsky1.htm
Picture 1: Bedford High School Entrepreneurial class teaches real-world lessons. Retrieved March 10, 2007, from
http://www.bcda.org/opportunities/bedford.php
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