Teach that it becomes an action for and an outcome of transformational change our world desperately needs

learning

In college, I started to realize that I can easily comprehend a text when I, myself illustrate it or make a movie in my mind. When I was reviewing for a test, I used different visual cues to help me remember important facts. But, should it be that late for students like me to recognize and figure out strategies that could help me learn effectively? I think all teachers should be trained how to identify the kind of learners they have in the classroom. Teachers need to be multi-modal in their practice by using varied approaches and creating a wide-range of learning experiences.

In my own experience, I know that I have successfully learned when I can recall that previous information and apply it in a given situation. Another way to know that a person has learned something is if his behavior has changed or has improved. So therefore, learning is both a process and an outcome. Learning is an enduring explicit and implicit process of acquiring knowledge. It conforms to individual learner’s preference and purpose. In addition, learning is an outcome because it is an enduring improvement in behavior which results from practice or experiences.

Academic achievement can be very subjective as students have different definitions of the word achievement as well. It could mean finishing high school or college for some, or getting honors for others.  I think academic achievement means being able to achieve your personal academic short-term and long-term goals as a learner.

Teach that it becomes an action for and an outcome of transformational change our world desperately needs.

It is my soul’s desire to be a kind of teacher that could light a fire in my students which will lead them to find their identity, search for their own meaning and purpose in life through connections to the community they live in and to the world. The use of knowledge is power and that power should be used for good. It should not be for selfish gains but rather for the betterment of the world. Side by side with teaching them content, I want to teach them how to develop attributes of a lifelong learner such as being a risk-taker, a thinker, curious, independent, inquirer, knowledgeable, a communicator, principled, open-minded, caring, balanced, and reflective. All these attributes will equip my students to tackle any challenges, problems or difficulties that will go along their way.

As an emergent educator, I want to have the ability to nurture my students’ cognitive, affective and psychomotor well-being. The emphasis on teaching our students in gaining knowledge should be tantamount to cultivating their emotional and physical welfares as well. They are interdependent with one another; thus, the failure to foster one could be detrimental to both, and damaging to achieving a whole child. Therefore, modelling how to balance these three domains is imperative for me as a teacher.

Through this journey of teaching, I need to overcome self-doubt in my capacity to teach. The fear to make mistakes can be sometimes overwhelming. I just need to constantly remind myself that I am also a learner– I’m continuously discovering and improving myself, and that making mistakes is always an opportunity to learn. Likewise, I need to stay focused on my mission of why I chose teaching, and not be sidetracked by the politics of education or the issues within the school. I am in charge of my class and it’s my duty to guide my students in achieving their fullest potential despite the circumstances we deal with day to day.

As this term continues, I anticipate that there will be a series of mind-awakening experiences ahead for me. Arising questions and confusing ideas regarding concepts of learning will be untangled and become clearer.  I’m fascinated on knowing if we could actually train our brain to be a genius. My hypothesis would be “Can we teach ourselves to be genius?” I think an experimental research method would be appropriate for this kind of inquiry.

Cheers to our new learning journey!

Culture and Taxonomy of Reflection

What I realized in this week’s discussion is that assessments are effective when teachers are reflective. We learned that assessments impact both teaching and learning, however, it is limited to the kind of teacher that will use the assessments. A reflective teacher would utilize assessments in making his class learner-centered by meeting the needs of every student. He would also reflect on the objectives and create them in a way that will both support high and low learners. His assessments are appropriate for the learning experiences and outcomes. A reflective teacher, by utilizing different kinds of assessments, is able to articulate the problem, assess the problem, and develop tentative theories as to why the problem occurred and then solves it.

However, teachers don’t instantly become reflective. Reflection is a problem-solving skill that I think is not innate to everybody. It is learned and mostly from the environment a teacher belongs in. If that’s the case then I would like to assume that reflective teachers develop from reflective schools. Schools have a big responsibility in creating a culture of reflection. How do schools help teachers in fostering this skill? In the school I currently work at, reflecting is practiced but only extends to remembering what had been done and how it should be applied. Outcomes from reflection are not always applied.

On a similar note, I came across an article regarding the taxonomy of reflection by Peter Pappas. He basically paralleled “reflection” with Bloom’s taxonomy. And what I think is amazing about his idea is that reflection doesn’t only apply in different areas of practice but also in varying levels of thinking. Sometimes when we reflect, we look at our assessments and don’t always know what to look for, what to ask ourselves or where to start. So instead of randomly throwing in questions at ourselves or at our students, we could actually use the taxonomy in guiding our reflection. It would definitely benefit us teachers and our students.

Should you want to read more about the Taxonomy of Reflection, please click the link below.

http://peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html