I’m afraid I’d like to insist on the means to achieve a goal, as I previously did in my previous post.
When delivering a lesson, a teacher knows exactly what to teach and what to expect from the students. However, it is not always clear how to deal with the input so that it becomes the students´ output.
During the teaching-learning process, there are certain factors we must consider, but best of all, we must not forget that it’s human beings we are dealing with, not just “students”. In getting to know our students as far as a teacher-student relationship can go, we are adding an extra but essential element to our teaching. If, on the contrary, we dehumanize the whole process, we risk ignoring our most important role: helping them to be better human beings.
I believe it’s not an easy job, basically because you can not learn that from books. It’s through experience and constant learning from our students that we are likely to succeed.
By Miriam Rodriguez
Chapter 5
When delivering a lesson, a teacher knows exactly what to teach and what to expect from the students. However, it is not always clear how to deal with the input so that it becomes the students´ output.
During the teaching-learning process, there are certain factors we must consider, but best of all, we must not forget that it’s human beings we are dealing with, not just “students”. In getting to know our students as far as a teacher-student relationship can go, we are adding an extra but essential element to our teaching. If, on the contrary, we dehumanize the whole process, we risk ignoring our most important role: helping them to be better human beings.
I believe it’s not an easy job, basically because you can not learn that from books. It’s through experience and constant learning from our students that we are likely to succeed.
By Miriam Rodriguez
Chapter 5
5 comments:
Hi Mir...
You're completely right. You go with your book and all your new knowledge (teachers training) ready to be applyed, but then... ups! Our students are human beings, and we need to leave the books, and our knowledge aside for a while to learn from them and let them learn from you (and all the 'magical' experienced inside the classroom).
See you!
Pame
Pame, we agree on this thing!
If only all the teachers in the world were aware of this!!!
Miriam
Well thought, (Miriam and Pame)! Though I'm not that certain we teachers always have teaching aims that clear in our minds (:-P!). As Scrivener has written: "Plan carefully, but in class, teach the learners, not the plan". In a world where subject-matter is accessible to students through so many channels, our role our humanizers becomes the differential that justifies the need for school!
I didn't know it at the time, but this is actually why I chose to become a teacher. How about you?
Big hug,
Gladys
I think I decided to become a teacher because I wanted to contribute and work with the future generations so that a better world would be possible. Quite ambitious, don´t u think?
And I know why I chose English: not only because I like it but also because it gives u independence.
Miriam
Starting with big ambitions makes it possible to reach important goals, Miriam! 8-D!!!
As for your idea that "English gives you independence", I'll be eager to hearing more about what you mean by this during our second term...
Keep it in mind!
Cheers,
Gladys
Post a Comment