Change is constant. Challenges are continuous. Reflections on both needs and results yield positive changes and consequences along the way one faces the future challenges. One of many predominant challenges experienced by many educational societies, institutions and organizations across the planet is the requirement for evaluating and analyzing the impacts of temporal changes apropos in teaching methods and methodologies on teachers and students. It’s of primary importance to dwell on this problem and reflect. One of many essential changes that we have to address and analyze is the pace at which the curriculum almost in every subject area is expanding. Teachers do have more to give while students do 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 a way to flourish in this ever-changing world. He confirmed to the planet several times he could never teach. His whole purpose of teaching lied in “making people think “.It provides me an impeccable insight that my job, as a teacher, is not 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 cannot be successful in the society of ever – rising – thirst – for – knowledge. Socratic Dialoging calls us for an alternative.
It’s my understanding within the tiny number of experience I’ve, that teaching in a university is not to complete the curriculum to give most of the available information to students; rather, based on its newly acquired dimensions, teaching is simply unlocking the doors for students’learning. Our essential objective has to be how we are able to flourish in showing the laid path-for-learning effectively and adequately to the students. Going back to the American Education standards initially times, following a American art and philosophy of living, their fundamental question was how they could improve teaching methodologies so as solely to transform the dependent students into independent learners. Only at that juncture, I put my philosophy forward, which is really a results of fair amounts of reading books and other vastly experienced teachers within my community and reflecting deeply by myself experiences: Teach less and teach deeply!
Aside from a great grip on the concerning material and the essentially required active teaching-learning methods, a reflective teacher should possess a advanced 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 in turn benefit teachers to keep raising the caliber 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 primary task of every teacher. Curriculum is intended be structured on the basis of two most critical 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 will make the complete process an easy and pleasant journey.