Category: Teacher/Teaching

From Plato to Piaget, many philosophers have debated the importance of philosophy in education. Dewey states that educational philosophy is the most important branch of philosophy of all (Noddings, 1995: 23). This essay will discuss some of the philosophers who have greatly influenced educational policy today as well as whether their theory is still relevant in education. In addition, it will relate this theory to a learner-centered approach to teaching the Curriculum and Assessment Policy Statement (CAPS) in South Africa.

As one of the first philosophers, Socrates is fundamental to any discussion of educational philosophy. His method was to question in a way that guides his listeners to challenge their viewpoints (Noddings, 1995: 11), with the ultimate goal being learning and knowledge rather than rote learning. Rather than teaching, the teacher is seen as a “facilitator, guide, advisor or fellow traveller” (Brennan, 1999: 14), and both learner and teacher contribute to the shared dialogue through questioning. Indeed, both teacher and learner are engaged in a process of learning that will continue over their lifetimes in a variety of circumstances and contexts (Knight, 1989: 11).

This method remains relevant in education today because it encourages the learner to investigate, to question and to be critical thinkers that embrace different perspectives from their own (Delić & Bećirović, 2016: 516). For the learner-centered teacher, it allows learners to improve their cognitive ability (Lam, 2001 in Delić & Bećirović, 2016: 516) rather than insisting on a performance-based approach in response to assessment pressure. Therefore, the Socratic method can complement the CAPS curriculum if correctly, and gently, applied.

While commonly used in law schools, the Socratic method has disadvantages in the intermediate phase. Garner (2000) in Christie (2010: 346) describes some of these: that it can be boring to witness an interaction between teacher and learner where non-participating students learn little, that it is not an efficient way to teach large quantities of information and that it allows a teacher to refuse to answer direct questions. This could be frustrating for learners, and could even be counterproductive, keeping teachers away from the very real responsibility of teaching the CAPS curriculum as mandated by the Department of Education. Research has even shown that it can be psychologically harmful to students (Overholser, 1992 in Christie, 2010: 352), as learners may feel intimidated or anxious when called out in front of class to answer a barrage of questions. Additionally, Pekarsky (1994, in Christie, 2010: 353) points out that the teacher’s ability to understand the “belief system and the character of learners involved in the dialogue” can also influence the effectiveness of this approach.

However, Letts (1994, in Christie, 2010: 351) contends that using the Socratic method or dialogue allows children to understand how to deal with conflict, and “disagree without violence”. A student can learn to appreciate all sides of an argument or issue, which can also make this method useful for debates or written assignments, where learners must practice to argue both sides. In short, this allows students to develop deeper curiosity and passion for knowledge and learning (Delić & Bećirović, 2016). Instead of merely readying students for academic success, teachers can gently encourage their intellectual growth by continuously challenging them to re-examine their beliefs.

Plato, a student of Socrates, was considered the father of idealism. Plato believed the purpose of education was to discover and develop each learner’s individual abilities and morality in order to serve society (Leonara & Gelbrich, 1999). Plato emphasized that education should be tailored towards ability, thus a ruler would learn to rule, a worker, his trade, and a guardian, to be a better soldier. Thus, education would meet the needs of the state (Noddings, 1995: 13). While common in modern educational policy, this approach assumes that children will show their relative efficiencies and capabilities from a young age, that all have equal opportunity to learn, and denies educational differences among children (Noddings, 1995: 14). What’s more, it can be seen as entrenching societal inequalities, as children born into a specific set of circumstances will remain in such circumstances unless they can otherwise distinguish themselves through their own merit. Indeed, Brennen (1999: 8) feels that Plato’s philosophy of education denies the right of individuals to be educated to their full potential.

However, Plato’s approach cannot be dismissed as it remains relevant in education today. In this approach, teaching is focused on developing ideas through lecture, discussion and Socratic dialogue, where learners are encouraged to use questioning to discover and clarify knowledge (Leonora year etc). According to Delić & Bećirović, 2016: 513, this method, which originates in the Plato dialogues, is known as the modern Socratic method, leading the learner through the process step-by-step, and allowing knowledge to be gained through the asking of deeper questions. This allows learners to question their own ideas and develop critical thinking techniques that will benefit them in future learning and study. According to Knox (1998 in Delić & Bećirović, 2016: 513), this draws the learner and teacher into an active, participatory process where neither is delineated into teacher or learner roles, achieving greater intimacy than would otherwise be possible. Rather than finding set or prescribed answers, the emphasis is on asking well-formed questions to investigate and discover the truth.

However, it should be mentioned that Plato’s focus on the ‘good life’ which exemplified one of higher income and prestige, is not necessarily good for all. Siegel et al. (2018), question whether what constitutes ‘the good life’ should be determined in advance or by the students themselves, and whether this impacts determination of curriculum content. While Dewey also wrote movingly on the good life, he differed from other philosophers who saw education as an enterprise with a specific goal (such as forming an ideal person or leading to a desired way of life). Dewey saw education as synonymous with growth, so the aim of education is more education (Noddings, 1995: 23-24). Students, according to Dewey (Noddings, 1995: 24), should be interested or capable of engaging in their own educational growth and set goals for their own learning. Indeed, an active and critical approach to learning, rather than rote learning, is one of the principles outlined in CAPS (DoE, 2011).

Perhaps one of the strongest advantages of the CAPS document is that it lays out the subject matter, not the teaching approach (Grussendorff et al., 2014: 39). While Dewey stresses the importance of continuity of experience, it can be argued that CAPS allows the learner to progress stage by stage through their educational journey. However, in reality, each learner is at a different stage of understanding, and teacher’s must take into account students’ prior and present experience in order to understand their future needs and guide them to a better grasp of the subject (Noddings, 1995: 26). Rather than absorbing vast quantities of material that they are not engaged with and losing interest, Dewey believed students should be engaged and actively participate. Thus, Dewey is associated with child-centered education.

For Dewey, the curriculum should teach subjects as a way of explaining human activity, solving social ills or creating connections. Rather than learning a strictly delineated subject by rote, each subject should be seen as a connected to a learner’s own experience (Noddings, 1995: 31). Schools, according to Dewey (Noddings, 1995: 32) should develop a community where thoughtful experimentation is encouraged, where learners work together, evaluating and sorting through possibilities to achieve a democratic outcome. In a country like South Africa, teaching democracy in the classroom would certainly be a way to address the political injustices of the past in order to create a more democratic future.

Noddings (1995: 81) relates constructivism in education to mathematics and science, where the premise is that all knowledge is constructed and cannot be passively received. Piaget was one of the strongest proponents of the constructivist, child-centered approach, appealing to educators who believed children must be active in own learning. He distinguished developmental learning (active learning that makes a lasting difference in how students approach problems and situations) from rote learning (passive, temporary and inadequate for future learning). While the child-centered approach emphasizes concepts such as multi-sensory and discovery learning, methods of inquiry and whole language learning as well as authentic learning environments, among others (Baker, 2011), few of these can be developed in the subject specific and fixed CAPS approach (Du Plessis 2013, in Du Plessis & Mbunyuza, 2014: 214). Similarly, Grussendorff et al. (2014: 17) finds that while CAPS allows for the development of cognitive ability through active learning, curriculum implementation seldom gives opportunities for development and practice of creative, analytic and synthesizing skills that would prepare the learner for the workplace and further education. Thus, the challenge lies not in the quality of the curriculum, but in its relevance and translation to the classroom.

A teacher can implement constructivist methods without being a constructivist. A teacher should actively encourage the engagement of students in establishing and pursuing their own learning objectives. Noddings (1995: 82) suggests using methods adapted from Piaget’s clinical approach, asking students to relate what they think, then follow up with prompts, challenges, variations and questions on the usefulness of the methods chosen. However, the teacher should not neglect the social aspects of learning, cautions Noddings (1995, 82). A child learns both individually and collaboratively, and through education, a child must develop healthier attitudes towards self, peers and their own learning (McNeil, 1985 in Brennan, 1999: 14).

Brennan (1999: 14) encourages teachers to see the classroom as a laboratory, where learners can test and verify ideas, solve problems and learn in an integrative way that emphasizes cooperative learning, active involvement, and freedom of thought and movement (Brennan, 1999: 14). Instead of focusing on content, the emphasis should be on the process. Much like Dewey posited, schools can become democratic and cooperative communities (Brennan, 1999: 14) that encourage learners to collaborate.

While the child-centered approach recognizes the value of the individual and ideally should meet the needs, experiences and interest of the child, the reality is that CAPS, like most international curriculums, must benefit the needs of many over one. Although Brennan (1999: 14) suggests that the curriculum should change along with the needs of learners, reflecting a fluid, dynamic and open-ended educational policy, the reality is that the curriculum policy in South Africa has to meet specific requirements – such as defining the proper ordering or sequencing of topics in the chosen subject, the time to be allocated to each topic, the lab work or excursions or projects that are appropriate for particular topics (Siegel et al., 2018) and this results in a certain rigidity of content.

In short, Grussendorff et al. (2014: 58) contends that under CAPS, learners are not in fact negotiators of meaning, but become the recipients of a body of pre-determined knowledge. With prescriptive learning activities, the teacher’s role is diminished and becomes more that of an implementer. This limits flexibility of design and implementation to the varying needs of learners (Umalasi (2014: 58). For the teacher in the South African classroom, vigilance and time are requirements that would allow a critical and active, learner-centered approach.

Since educational policy and curriculums are a challenge faced by countries all over the world, and teaching approaches can differ dramatically, educational philosophy is a valuable discussion, particularly when applied to the South African classroom. While all of the methods indicated by the four philosophers discussed can have some application in the classroom, it can be concluded that the rigidity and structure of teacher-centered CAPS can hamper the teacher’s creativity and in effect, limit the applicability of the learner-centered approach, particularly where the teacher is relatively inexperienced.

I believe an excellent teacher, first, has an effective faith in the future. Like the forester planting an oak seedling knowing he or she will in no way see the tree in all its glory, I comprehend I can also by no means see the fruits of my labors as teacher. My calling is to plant and nurture seeds that will develop and form tomorrow.

The desirable teacher knows and understands students, how they increase and learn. I recognize that students actively assemble and seriously change their own information based totally on past experiences and prior learning. I comprehend that college students do now not all learn in the identical way or at the same rate. I trust it is my duty as an instructor to be an effective diagnostician of students’ interests, abilities, and prior knowledge. I have to then layout studying experiences that will each task and allow every pupil to think and grow.

I accept as true with a correct teacher need to additionally recognize motivation and the consequences of peer interactions on learning. I choose all my college students to acquire at high levels, so I keep away from sorting them and placing them up to compete with each other. I comprehend most mastering happens through social interaction; therefore, I structure gaining knowledge of so that college students productively collaborate and cooperate with every other the widespread majority of category time.

The properly trainer have to be aware of her topics and how to help college students learn these subjects. I be aware of the exact instructor ought to have a deep perception of how information is created in the discipline, how it is equipped and how it is linked to different disciplines. I use my information of the self-discipline to expose my college students to modes of vital thinking, encouraging them to analyze, apply, synthesize, and evaluate all they study and hear. I love the subjects I teach, and I be aware of how to make them come alive for my students.

A properly teacher can’t commence or continue to inspire gaining knowledge of barring being a learner. The precise teacher has to continuously learn what is new in the discipline. In fact, the precise teacher regularly helps to create new knowledge. To live this belief, I need to consistently look at my educating methods and find new ones. To stay linked to my students, their lives and the schools in which they will exercise their professions, I have to be a pupil of society and the constantly changing worlds in which college students live. I eagerly and willingly examine from my students as they analyze with me.

I accept as true with a teacher is the most effective of role models. I am ever aware of the exquisite responsibility I have to ‘walk my talk’ with my students. If I ask them to live their values and beliefs, I ought to do the same. I count on the nice ‘of myself and others’ and, therefore, I generally get the best. I strive to deal with all human beings with dignity and respect, and I count on my college students to do so also.

Despite writing a teaching philosophy, I simply pick to think about mastering and helping others research as opposed to teaching. I consider many of us have come to receive a working definition that instructing capacity giving information, which I agree with is solely the opening of educating and clearly solely a small section of learning. When one gives information, it is so effortless to equate gaining knowledge of with the memorization of that information. Memorization is now not constantly studying because studying requires thinking. I am commencing to recognize that the teacher’s biggest present to the learner is assisting the learner be motivated to think, and then to desire to research more.

I consider in the electricity of questions and questioning techniques to motive thinking. I constantly strive to ask questions for which there are no ‘right’ answers. I constantly work to grow to be a better ‘questioner’ for the fantastic use of questions is the most powerful strategy a trainer has to assist students learn.

Finally, I accept as true with a teacher lives to serve. A teacher is devoted to learning, to his or her discipline, to his or her students, and to making the future the first-rate feasible area for all of us to live. These are the challenges I generic when I selected to be a teacher. I stay dedicated to them.

Throughout my years of attending public school, I have encountered so many different teaching philosophies and the perspectives of different levels of teachers, administration and staffing. You notice the older you get and the higher you go up into education you stop seeing teachers really caring about your educational well-being. By the time you get to high school you are just another number apart of a quota they are trying to make for a graduation rate. You may see a few who are truly trying to see you succeed but I haven’t witnessed many in my lifetime. Especially now being in college you are truly only counting on yourself. Professors aren’t too concerned if you pass or fail. Your adults you should be able to do for yourself. But that’s the thing some people aren’t able to do it on their own some have been carried all the way to college and now don’t know how get through school on their own.

My philosophy of teaching is that each child is unique and that they have a learning environment that will stimulate their growth emotionally, socially, physically and mentally. My ultimate desire is to create an environment where students want to come and learn for themselves not because it’s a requirement but because they want to. Back how Erasmus back in the Renaissance “human is capable of profound insight but also of great stupidity” (Ornstein, Levine, Gutek & Vocke, 2017). They have to want it for themselves. I would hope that with my philosophy that students would believe that I am genuine and not see me as being fake.

If you were to ask who are the leaders in a school, you will either get administrations, principles or teachers as your top answers. Teachers are the closest leaders to work with students, they demonstrate what leadership is supposed to look like. Teachers are supposed to be the positive change that will encourage students to do better and be better. We set the pace of how students will act in the educational environment. We have to empower students to want to learn as well as take their education into their own hands. We can show them how to be honest, to respect others and have integrity not only within themselves but showing others.

Even when the schools aren’t the most diverse teachers establish a respectful environment for a diverse population of students. When creating an educational environment, we want it to be an open space for all races, culture, gender or any minority. We have to be open to others and make them feel welcome. Sometimes it’s hard for those to learn in an environment they aren’t used to so we have to be able to adjust. We wouldn’t a nonexclusive environment being the falter of them not getting their education.

I couldn’t tell you how many times growing up I have had a teacher or professor try and teach me and they do not know what they are talking about. As teachers we must know the content we are speaking on and should be able to elaborate on the things we are teaching. But I also feel we shouldn’t elaborate like we are the smartest thing walking. We are humans and have things to learn as well but we should have the means to find out. Also talk about things that matter and are impacting our students today. Showing them that you are hip to what’s going on in the 21st century keeps you relevant as a teacher.

As a teacher, a lesson plan has to make sense not only for the grade you are teaching, but the type of students you are teaching. If you see you’re in a class of hands-on learners and you decide to just lecture to them, how are you reaching your students effectively. Putting your students in situations they aren’t used to is another job as a teacher. Make them work together and meet people they normally don’t talk to, have them working with technology or even situation where they have to do some critical thinking is a way you can facilitate learning. As Quintilian stated in his educational theory believed “certain individuals with the right disposition can be prepared as leaders through liberal and oratorical education” (Ornstein, Levine, Gutek & Vocke, 2017). Basically, as teachers if we were to prep our students, they will be able to do anything.

I always had the assumption that teachers are reflecting on the students when they are doing exams, midterms and their end of year assessments to see if they really have learned something. Teachers must reflect on their practice. When we reflect is shows us the mistakes we have made and allows us to grow from stuff in the past. I feel as a teacher we must track our student’s growth throughout the year to see what they are retaining, as well as see what I can do to better equip them from the final exams and life.

Overall, teachers are the true contributors to the academic success of students. We have the information to have a basis general knowledge to have a good paying job. But as teachers we would hope that our students shoot for higher and that we can be an aid to push them to their fullest potential. The teaching philosophy you teach by can either motivate or degrade a student’s learning passion. I would enact my teaching philosophy in my classroom is buy actually talking to my students about and explain to them the vision has for the class. Being honest with the new generation today is important because we can tell when professors are just feeding us lies. If we can have a common understanding then I think the time we have together can be effective as possible.

References

1. Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2017). Foundations of Education. Boston, MA: Cengage Learning.
2. Public Schools of North Carolina. (2013). North Carolina Professional Teaching Standarts.

There are many valuable events in life, but I went through an unforgettable travel-education experience once I ended up in England. It all started with winning consent at my University (Tashkent University of Economics) as “The Best Teacher of 2015.”First, in the spring of 2015, I prepared a portfolio of my achievements in teaching and have become a participant international contest. The contest for the title “The Best Teacher of The Competition”. It had been held by the Minister of Education of Uzbekistan. Definitely, the aim of the competition was to seek out a talented university teacher. According to the results of the competition, there were 11 winners including myself. The prize for the winners was a brief trip to Great Britain to develop pedagogical skills and study world experience in pedagogy. Immediately in the summer of 2015, there was a chance to urge for an English visa. We arrived in Great Britain in the hours of darkness. Our first stop was Norwich. Norwich could be a city in England’s Norfolk Country. Norwich Institute for Language Education (NILE) has become our place of learning. Moreover, this kind of Summer course included a vigorous social program with optional excursions. So, our classes lasted for 2 weeks, from Monday to Friday. By the way, my colleague Renata, and I lived in the house of a beautiful English family. It had been an elderly couple, Gavin and Dayana. They provided us with a respectful welcome. So, we got aware of English customs and I got a friendship forever with Renata. On the other hand, despite the tight training schedule, in the evenings we could devote the time to shopping. Moreover, the weekend has come and it was time to get the entertainment part of the program. The first object of our visit was The Royal Shakespeare Theatre. The Royal Shakespeare Theatre is located on the south coast of the Themes, next to the Millennium Bridge. We watched the play “Twelfth Night”, fragments of which I shot on my iPad. With great pleasure, I can show it to anyone, who wants to see the original piece. The next day of our weekend was devoted to a visit to Oxford. Initially, the choice was between Oxford or Cambridge, but after gazing at the images and reading the report, we decided that Oxford was cool and that we went there. After, awaiting next weekend, we visited London, to castle. Castle is found within the “heart” of London. I got aware of the history of the castle, approached it, and took numerous photographs. This place is majestic. Then, we went boating on the Thames. A motorboat runs from clock Big Ben to the Tower of London. After a period, our studies were completed. supported the results of the training, we prepared tiny low thematic presentations and received a certificate from a certified teacher. My certificate demonstrates the successful development of the subsequent areas: Issues in Teacher training, Materials Development (including participant presentation), and Guided Study (including reading and research tasks). The conclusion may be noted that the mix of travel and education in Great Britain was a vital stage in my career as an educator and happy traveler. I have got wanted to explain this story persistently, but I don’t think that I could do it in the language of Shakespeare!