Change is constant. Challenges are continuous. Reflections on both needs and results yield positive changes and consequences on the road one faces the near future challenges. One of many predominant challenges experienced by many educational societies, institutions and organizations across the world is the requirement for evaluating and analyzing the impacts of temporal changes apropos in teaching methods and methodologies on teachers and students. It is of primary importance to dwell on this dilemma and reflect. One of many essential changes that we have to address and analyze may be the pace at that the curriculum almost in most subject area is expanding. Teachers have significantly more to give while students have significantly more to receive. Indubitably, both giving and receiving are abilities that individuals claim to have or not.
Perhaps, Socrates realized proactively and foresaw clearly this need resulting from expanding familiarity with humans and increasing requirement for teaching and learning. He deliberately showed us all ways to succeed in this ever-changing world. He confirmed to the world repeatedly he could never teach. His whole intent behind teaching lied in “making people think “.It offers me an impeccable insight that my job, as a teacher, isn’t to carry on to show and pour knowledge in student’s mind-vessel acim audio. Whilst the curriculum seems to boost its altitude uncontrollably like Mount Everest, teachers can not be successful in the society of ever – rising – thirst – for – knowledge. Socratic Dialoging calls us for an alternative.
It is my understanding within the tiny number of experience I have, that teaching in a university isn’t to perform the curriculum to give all of the available information to students; rather, based on its newly acquired dimensions, teaching is just unlocking the doors for students’learning. Our essential objective must be on how we are able to succeed in showing the laid path-for-learning effectively and adequately to the students. Going back once again to the American Education standards initially times, after the American art and philosophy of living, their fundamental question was on how they may improve teaching methodologies so as solely to transform the dependent students into independent learners. As of this juncture, I put my philosophy forward, which is really a result of fair levels of reading books and other vastly experienced teachers in my community and reflecting deeply by myself experiences: Teach less and teach deeply!
Aside from a good grip on the concerning subject matter and the essentially required active teaching-learning methods, a reflective teacher should possess a advanced of ability in’reflecting and making students reflect ‘. These reflections from both sides yield a productive and healthy teacher-student relation and interactions. These interactions will in turn benefit teachers to help keep raising the quality of their effective teaching and students to help keep growing as independent learners. Remodeling the contemporary abundant (seldom redundant) curriculum to produce brisk and vital curriculum is the primary task of each and every teacher. Curriculum is intended be structured on the foundation of two most significant aspects viz., a reflective teacher’s ability to give and an energetic student’s ability to receive within the given timeframe and resource-frame. The teaching-learning process constructed and well-planned with a teacher on these bases may make the complete process an easy and pleasant journey.