Gateway to Horizon

Education has a long withstanding history. Even before schools were founded, the need to equip ourselves has always been present. The way people view learning changed as ancient civilizations advanced. It became highly structured besides being purpose driven. And though there is so much we can learn outside of school, many consider formal education their ticket to a good future. Schooled individuals, after all, are typically more competitive in the workforce. In a working environment that posts stiff competition, sound education is considered not only an edge but a basic requirement.

Since education affects our value system, teachers play an integral role in our society’s progress. Some anthropologists say that learning institutions can be too constrictive, stereotypical and even politicized at times. They argue that education is not neutral but ideological. Pressured and influenced by a centralized power grid comprised of internationally recognized organizations: United Nations, World Bank, International Monetary Fund to name just a few. Yet none can deny that knowledge administered by schools and universities is crucial to both our social and economic growth.

In my point of view, mankind has an innate ability to deal with conflict and recognize stigma, but it is apparent that our capacity to think critically is sharpened because of schooling. Education in its broadest meaning may not be free from biases but its core foundation is equality and common good. Teaching is different from indoctrination but even educators embody a specific philosophy. As there is so much required from aspiring teachers, it is important to be reflective rather than reflexive. Both our micro and second group teaching activities call for so much self-reflection, below are some points which I find gravitating:

For a lesson to successfully take-off, students’ prior knowledge must be activated. First step to do so is by carefully assessing your learners’ schema. Understanding such is vital so teachers may be able to calibrate their teaching approach and bridge the gap between intended and achieved objectives.

Also, other than being visual learners, most students appreciate novelty. It is therefore necessary to creatively craft your teaching materials, same goes for the activities students will have to accomplish. These tasks should vary to eliminate competition. I also realize that both point system and reward system are unhealthy as these encourage rivalry amongst students, this has been evident during our apprenticeship and second group teaching. Self-esteem must be cultivated to students at a young age rather than the spirit of competiveness.

Whenever discussing, I have learned that teachers should refrain from asking questions that are answerable by “Yes” or “No”. When trying to elicit an explanation for a given answer, inquiring “What made you say that?” is better rather than merely saying "Explain your answer.” The latter make most students feel that I am challenging their answer hence the impression that they have given an incorrect response when I am just actually trying to let them explain their point of view. Further still, our second group teaching confirms that lesson plans serve only as a guide. Sticking too much to it results to being stiff. As part of my professional development, I will make it a point to always listen to the students. Their ideas should never be taken for granted. Simply acknowledging the students’ inputs leads to better discussion. Interactive learning on the other hand results to better retention. Amazingly, this will also address issues with kids having a very short attention span. Within the course of discussion, teachers must be patient yet firm.

Education is a collective experience. So apart from particular learning competencies, a kid’s social development is also important. Both our microteaching and our experience in iCLIP made me realize that kids are often seeking for approval, thus words of encouragement are essential. Finally, no kid can learn it all in one teaching. There are trade-offs educators must be ready to deal with. Correcting a student’s spelling of words for instance may be not necessary if the subject-matter or the skill being taught is something else.

Our teaching stint in iCLIP leaves me with so much learning crucial to my professional advancement. I find these learning interrelated to one another. It is worth emphasizing that most of the knowledge this experience has given are not mere information that can be listed, but realization and philosophies that are embodied. No wonder why education withstood tests of time. Excitingly, I see myself as an active participant of education’s withstanding force soon.