Going forward, it will be important to reflect on those characteristics and priorities that make a good teacher. As this is probably the most idealistic I will ever be, it is appropriate to put these ideas to paper (blog?) for self-reflection times in the future.
A good teacher will consider the barriers to entry that a student brings to the classroom to ensure that these are addressed and removed successfully. Consideration must be made for the scaffold the student brings, as well as the student's maturity. A good teacher asks questions to identify misunderstands and critical holes in fundamental knowledge. This lays out a path to shore up a child's scaffold of understanding and bring their understanding of a subject, particularly science, to an appropriate level for the class (Piaget). In situations where a student's maturity may be affecting their ability to understand abstract concepts, a good teacher finds a way to present the concepts in a more concrete, conceptual way so the student can continue to progress towards understanding the material. Working collaboratively in groups may help a struggling student to achieve optimal learning because children often thrive when learning from each and when information is explored collectively.
A good teacher provides opportunity for collaborative projects because children learn best from each other, working collaboratively in groups, to achieve learning goals.
A good teacher checks her negative attitude at the door and strives to be a moral exemplar in the classroom, because when children witness and are part of a learning environment that is fair, non-judgmental, organized, predictable and structured, then they can focus on learning content and take in positive values.
A good teacher demonstrates by her words and actions that she has faith in every child to succeed, given the right teaching strategy.
A good teacher helps each student identify and capitalize on his/her strengths.
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Moral and Ethical Analysis - Whole Person Optimal Learning
If a teacher checks her negative attitude at the door and strives to be a moral exemplar in the classroom, then students will be able to focus on learning content and emulate positive values because children informally learn the values that teachers display verbally and informally. Morals and values are taught directly and indirectly, students will be empowered and intrinsically motivated to learn when they are part of a learning environment that is fair, non-judgmental, organized, predictable, structured, and supportive of a student finding his/her own reason to learn the material.
Sue,
ReplyDeleteOne of your colleagues stated that a good teacher should strive to be superfluous--I see that as the opposite of what you are stating here. What do you think about the ideas expressed in this Lao Tzu text:
http://community-development.blogspot.com/2006/10/being-midwife-by-lao-tzu.html
Keep pressing!
GNA
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ReplyDeleteI disagree with my lovely Ms. Lacey. We spoke about her blog because having "becoming superfluous" as a goal is not my construct of being a good teacher. It was a great conversation which I would not have had without your comment, so thank you. I fall more into the Nodding, Seimens, and Mitra camps. I am a nuturer who believes that children are intrinsically motivated to explore, make meaning of their world, and share their findings and ideas with others. A good teacher, like a good parent, wants those who have been placed in her/his care to develop the skills, tools, and confidence to go off into the world and achieve whatever it they wish. A good teacher is an enabler in the kindest, most compassionate and hopeful interpretation of the word.
ReplyDeleteI enjoyed reading the passage you suggested. One of my oldest friends is an extremely wonderful and spiritual woman who trained and was blessed to be a midwife for many years. She believed her primary role as a midwife was first to get the parents to trust her so that she could give them her strength, faith, and love to ensure that the natural process of birth went as smoothly as possible. Her purpose was to give the parents whatever they needed so that the child was brought from the womb of love into the world embraced in a cocoon of love.
She was definitely not superfluous, parents sought her out to be the "more knowledgeable other", the source of strength and calm, the one who would support the mother and guide her in doing that which the mother's body was designed by nature to do, while ensuring the father's strength, spirit, and love was wrapped into the experience in a way that supported the mother and child. Her role, as she saw it, was to bring her strength, her experiences, her love, and her positive energy and give of herself whatever was needed to help the parents bring a life into the world surrounded by love. I have spend several lovely moments meditating on the fact that there are similarities between my views of teaching and my friend's perspective of being a midwife. Thank you.