Change is constant. Challenges are continuous. Reflections on both needs and results yield positive changes and consequences along the way one faces the near future challenges. One of the predominant challenges experienced by many educational societies, institutions and organizations across the planet is the need 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 problem and reflect. One of the essential changes that we need to address and analyze could be the pace at that your curriculum almost in most subject area is expanding. Teachers have more to offer while students have more to receive. Indubitably, both giving and receiving are abilities that individuals claim to possess or not.
Perhaps, Socrates realized proactively and foresaw clearly this need resulting from expanding familiarity with humans and increasing significance of teaching and learning. He deliberately showed all of us ways to achieve this ever-changing world. He confirmed to the planet repeatedly he could never teach. His whole purpose of teaching lied in “making people think “.It gives me an impeccable insight that my job, as a teacher, isn’t to carry on to teach and pour knowledge in student’s mind-vessel acim audio. As the curriculum seems to raise 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 level of experience I’ve, that teaching in a university isn’t to perform the curriculum to offer all of the available information to students; rather, in accordance with its newly acquired dimensions, teaching is just unlocking the doors for students’learning. Our essential objective must be on what we could achieve showing the laid path-for-learning effectively and adequately to the students. Going back to the American Education standards at first times, following a American art and philosophy of living, their fundamental question was on what they may improve teaching methodologies in order 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 own community and reflecting deeply on my own 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 higher level 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 subsequently benefit teachers to help keep raising the grade of their effective teaching and students to help keep growing as independent learners. Remodeling the contemporary abundant (seldom redundant) curriculum to come up with brisk and vital curriculum is the primary task of each teacher. Curriculum is intended be structured on the foundation of two most critical aspects viz., a reflective teacher’s ability to offer and an energetic student’s ability for within the given timeframe and resource-frame. The teaching-learning process constructed and well-planned by a teacher on these bases will make the whole process an easy and pleasant journey.