Change is constant. Challenges are continuous. Reflections on both needs and results yield positive changes and consequences in route one faces the long run challenges. One of the predominant challenges experienced by many educational societies, institutions and organizations across the entire world is the necessity 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 matter and reflect. One of the essential changes that we need to address and analyze could be the pace at that your curriculum almost in every 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 possess or not.
Perhaps, Socrates realized proactively and foresaw clearly this need caused by expanding knowledge of humans and increasing significance of teaching and learning. He deliberately showed all of us a way to succeed in this ever-changing world. He confirmed to the entire world several times he could never teach. His whole intent behind teaching lied in “making people think “.It gives me an impeccable insight that my job, as a teacher, isn’t to continue to teach and pour knowledge in student’s mind-vessel acim audio. As the curriculum seems to improve 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 complete the curriculum to give all of the available information to students; rather, according to its newly acquired dimensions, teaching is simply unlocking the doors for students’learning. Our essential objective needs to be how we are able to succeed in showing the laid path-for-learning effectively and adequately to the students. Going back to the American Education standards in the beginning times, following a American art and philosophy of living, their fundamental question was how they may improve teaching methodologies in order solely to transform the dependent students into independent learners. At this juncture, I put my philosophy forward, which really is a consequence of fair levels of reading books and other vastly experienced teachers within my community and reflecting deeply by myself experiences: Teach less and teach deeply!
Besides a good grip on the concerning subject matter and the essentially required active teaching-learning methods, a reflective teacher should possess a high level of ability in’reflecting and making students reflect ‘. These reflections from both parties yield a productive and healthy teacher-student relation and interactions. These interactions will subsequently benefit teachers to keep raising the quality of their effective teaching and students to keep growing as independent learners. Remodeling the contemporary abundant (seldom redundant) curriculum to produce brisk and vital curriculum is the fundamental task of every teacher. Curriculum is meant be structured on the foundation of two most significant aspects viz., a reflective teacher’s ability to give and a dynamic student’s ability to receive within the given timeframe and resource-frame. The teaching-learning process constructed and well-planned by a teacher on these bases may make the whole process an easy and pleasant journey.