When it comes to teaching or learning, I find that absolutes do not exist. There is no silver bullet answer for anything. The same holds true as I attempt to solidify my philosophies in concrete words. So, humbly, I search for balance as I mix my metaphors and speak my piece.
When I try and cram my philosophies into one theoretical box (or framework), constructivism fits best. It involves learners creating their own learning, with the teacher as the facilitator rather than a lecturer. Of course, it’s not a perfect match, but constructivism promotes active learning, student and teacher cooperation and collaboration, as well as personal reflection and analysis in the learning process. These foundational ideas all coincide with my beliefs about learning. I am committed to more practiced-based learning rather than lecture-based learning. I am a firm believer that each individual needs to be responsible for shaping his or her own learning experiences. Small-groups, large groups, as well as individualized learning activities abound in my classroom.
Teachers are not just dispensers of knowledge. They need to be active participants in the learning, helping the students form their own course of study within the boundaries of the class. Besides differentiating instruction for individuals, teachers need to serve as an example of a learner in his or her discipline. For example, when I want to teach my students how to write, I write in front of them, I write with them, I take them through the process. I show them that good writing is hard, but I also show them how hard work is rewarding. When I model correct behavior, work ethic, and appropriate reading and writing strategies, as well as my passion for the content, student apprehension dissipates and confidence builds. Everyone needs a high-quality model.
Accordingly, students cannot sit like bumps on a log and absorb the knowledge of the instructor. Relying on osmosis doesn’t work either. Learners must contribute to the scope and shape of the class to create their own learning. They need to be active participants, involved in critical inquiry and collaboration. Direct instruction, specifically lecturing, doesn’t work for all learners. Multiple strategies need to be employed to engage learners with multiple styles.
Students bring a lot to the learning table with their prior knowledge and experiences, their culture, their home (and other) cultural and social literacies. As I have shifted over time into a more constructivist paradigm, my students appear to be are more engaged and willing to learn. More of my marginalized students come out of their personal bubbles to participate and contribute to the classroom community. My approach is more concerned with depth and understanding, or connectability, than memorization. Perhaps because I am personally horrendous at memorizing facts and figures, this deeper understanding appeals to me as an instructor and as a learner.
I am the first to admit that I do not have all the answers, but I am trying to find them. Students are individuals; they have individual needs, and individual ways of learning. The best I can do is treat them as individuals, utilize a multitude of strategies, provide an inclusive learning environment, serve as the model of a passionate learner, and allow them the space to grow one step at a time.
Again, as usual, I am willing to answer questions or take criticisms. Feel free to argue. Fire away!
P.S. I'm still waiting to hear about the job. Probably won't hear for another couple weeks.
I've been leaning towards constructivism myself in both teaching and adminstration philosophy. But like you said, it doesn't fit nicely into a box. As always, we would have worked well together as English teachers I think. Have you read Mike Schmoker's "Focus"?
ReplyDeleteWhat is this about job interviews? What are you up to these days?
ReplyDeleteOh, and I too am moving to a more process based learning environment in my classroom. It's messier than students sitting in neat rows staring at you, but as they say, the one who does the work gets the knowledge. This way, my students are the ones working during class, not me.
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