What Is Teaching
WHAT IS TEACHING?
"I believe that the teacher 's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences." (Dewey, 1897)
"Dogma is actually the only thing that cannot be separated from education. It IS education. A teacher who is not dogmatic is simply a teacher who is not teaching. There are no uneducated people; only most people are educated wrong. The true task of culture today is not a task of expansion, but of selection-and-rejection. The educationist must find a creed and teach it." (G. K. Chesterton, 1910)
When we are pragmatic, we accept the status quo, even if we do not like it. It is about figuring out how to fulfill our values and mission in the real world rather than spending our energy complaining that things should be different. We explore the cause and effect relationships that govern our lives, and then use the power we have to make things better. The goal of teaching is to be that guide that prepares people to live in the world by teaching current affairs. Not to indoctrinate an authoritative position in the classroom. Pragmatic philosophers believe the role of the teacher is to create a learning environment in which students can have meaningful interactions learning with peers.
A good teaching strategy is interactive instruction. This skill develops healthy discussions and interactions with the peers and learners. As a teacher he/she creates the environment for students to interact with each other for them to engage in a talk which is relevant to what they are learning. Discussions can lead to engaging activities, debates, role playing and problem solving. A good way of teaching problem solving is by looking at the child’s age; the younger the child, the simpler the technique. By
"I believe that the teacher 's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences." (Dewey, 1897)
"Dogma is actually the only thing that cannot be separated from education. It IS education. A teacher who is not dogmatic is simply a teacher who is not teaching. There are no uneducated people; only most people are educated wrong. The true task of culture today is not a task of expansion, but of selection-and-rejection. The educationist must find a creed and teach it." (G. K. Chesterton, 1910)
When we are pragmatic, we accept the status quo, even if we do not like it. It is about figuring out how to fulfill our values and mission in the real world rather than spending our energy complaining that things should be different. We explore the cause and effect relationships that govern our lives, and then use the power we have to make things better. The goal of teaching is to be that guide that prepares people to live in the world by teaching current affairs. Not to indoctrinate an authoritative position in the classroom. Pragmatic philosophers believe the role of the teacher is to create a learning environment in which students can have meaningful interactions learning with peers.
A good teaching strategy is interactive instruction. This skill develops healthy discussions and interactions with the peers and learners. As a teacher he/she creates the environment for students to interact with each other for them to engage in a talk which is relevant to what they are learning. Discussions can lead to engaging activities, debates, role playing and problem solving. A good way of teaching problem solving is by looking at the child’s age; the younger the child, the simpler the technique. By
References: Dewey J. (1897) My pedagogic creed. The School Journal. 54(3), pp.77-80. Chesterton G.K. (1910). Part 4. Education: or the mistake about the child. What’s Wrong With the World. Vygotsky, L. (1978). Interaction between learning and development. Mind and Society. pp. 79-91. Open Educational Resources of UCD Teaching and Learning, University College Dublin (2005) Resources and literature, Education Theory: Constructivism and social constructivism. Retrieved from: http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism