What is teaching and what makes a successful learning situation?
I grew up in the era of rote learning, where content was repeated on a regular basis in the hope that eventually it was memorised. I indeed memorised many a definition, formula or specific information during my years of study but am unable to recall most of that information at present. Critical thinking and asking the question why was not really included.
Now 30 years later, I believe that a successful learning situation is one where students not only learn new content (knowledge, skill) but also understand what it is they have learned and the different life and work content it fits in. Can they apply the information in different situations and if not, does the student know what to do and where to find the solution? If so, then a successful learning situation has taken place.
I grew up in the era of rote learning, where content was repeated on a regular basis in the hope that eventually it was memorised. I indeed memorised many a definition, formula or specific information during my years of study but am unable to recall most of that information at present. Critical thinking and asking the question why was not really included.
Now 30 years later, I believe that a successful learning situation is one where students not only learn new content (knowledge, skill) but also understand what it is they have learned and the different life and work content it fits in. Can they apply the information in different situations and if not, does the student know what to do and where to find the solution? If so, then a successful learning situation has taken place.
My concept of teaching and interactions with students
One of the definitions I have come across describes teaching as follows: “ideas or principles taught by an authority”. We probably saw our primary school teachers as an authority and that authority may still exist a bit at high school level, but at TAFE I feel I am at the same level as the students. I may have a little more knowledge about some of the subjects I teach them (and as such that’s why I am the teacher and they are the student), but that doesn’t mean that they don’t have anything that I can learn from them. I would like to see myself as a source of information to the student, providing the students not only with that information but also with the skills to think critically, independently and laterally as well as how to use that information. Along the way I hope to instil in them the desire for life-long learning.
My aspirations are to be an enigmatic teacher, where students enjoy the class from start to finish and want to come back for more time and time again.
I like to see myself a s a fascilitator of learning, giding the students in the right direction, have a listening ear when they face a crossroad and provide
assistance if required. For both colleagues and students I have an open door policy.
One of the definitions I have come across describes teaching as follows: “ideas or principles taught by an authority”. We probably saw our primary school teachers as an authority and that authority may still exist a bit at high school level, but at TAFE I feel I am at the same level as the students. I may have a little more knowledge about some of the subjects I teach them (and as such that’s why I am the teacher and they are the student), but that doesn’t mean that they don’t have anything that I can learn from them. I would like to see myself as a source of information to the student, providing the students not only with that information but also with the skills to think critically, independently and laterally as well as how to use that information. Along the way I hope to instil in them the desire for life-long learning.
My aspirations are to be an enigmatic teacher, where students enjoy the class from start to finish and want to come back for more time and time again.
I like to see myself a s a fascilitator of learning, giding the students in the right direction, have a listening ear when they face a crossroad and provide
assistance if required. For both colleagues and students I have an open door policy.
Learning theories and specific strategies
My two children are not only opposites in gender but also in the way they learn. One loves reading handouts, power points and text and is able to
memorise definitions and other information. If she has a full understanding of the context of that information remains to be seen. The other is hands on, skips reading any instructions or explanation especially if there is another way to figure it out. He can memorise whole lines from movies or the sequence of 85 moves in a karate kata but cannot remember how to spell ‘ask’ (often spelled ‘aks’).
When I stand in front of a class I do not know who is a visual learner, who a tactile and who an auditory learner. As such I try to incorporate all three learning styles in my teaching to ensure I keep everyone’s attention and ensure they come away with new information. My verbal explanation is
supported by a power point in the back ground (to keep me on track) with text and pictures used together. As my speciality is health related, practical
sessions regularly follow theory to practice new learned skills.
My two children are not only opposites in gender but also in the way they learn. One loves reading handouts, power points and text and is able to
memorise definitions and other information. If she has a full understanding of the context of that information remains to be seen. The other is hands on, skips reading any instructions or explanation especially if there is another way to figure it out. He can memorise whole lines from movies or the sequence of 85 moves in a karate kata but cannot remember how to spell ‘ask’ (often spelled ‘aks’).
When I stand in front of a class I do not know who is a visual learner, who a tactile and who an auditory learner. As such I try to incorporate all three learning styles in my teaching to ensure I keep everyone’s attention and ensure they come away with new information. My verbal explanation is
supported by a power point in the back ground (to keep me on track) with text and pictures used together. As my speciality is health related, practical
sessions regularly follow theory to practice new learned skills.
Assessing students understanding
When I first started out teaching and assessing I adapted the ways I knew so well, which often involved tests. Finding that the majority of students either didn't pass or did pass but didn't really have an understanding of what they had learned I knew something had to change. Now most of my testing is either of a practical nature or involves case scenarios and/or research. ALthough most of the assessments are written (unless they are practical), students have the opportunity to be assessed verbally.
When I first started out teaching and assessing I adapted the ways I knew so well, which often involved tests. Finding that the majority of students either didn't pass or did pass but didn't really have an understanding of what they had learned I knew something had to change. Now most of my testing is either of a practical nature or involves case scenarios and/or research. ALthough most of the assessments are written (unless they are practical), students have the opportunity to be assessed verbally.
Professional growth
The part I like the most about being a teacher is that I learn something new every day. This may be from the students, from a colleague or through research and reflection. Doing a qualification such as this one (graduate certificate in tertiary education) staisfies my need for continuing learning and I enjoy every minute of it. My goal is to one day do a masters degree. However, at this stage I have not yet deceided if that will be in the area of teaching or health as I find both fascinating.
The part I like the most about being a teacher is that I learn something new every day. This may be from the students, from a colleague or through research and reflection. Doing a qualification such as this one (graduate certificate in tertiary education) staisfies my need for continuing learning and I enjoy every minute of it. My goal is to one day do a masters degree. However, at this stage I have not yet deceided if that will be in the area of teaching or health as I find both fascinating.