My approach to Teaching-Learning process
“What we have done for ourselves die with us, but what we do for others and the world remains and are immortal” This is how teaching becomes a noble profession. Teachers are always a boon to society. Through their intelligence, patience and wisdom, they attempt to create a well-rounded personality. They are the ones who make a difference in the lives of their students. Rousing students from their apathy and watching their curiosity grow is one of the biggest rewards of teaching.
Teaching learning process will be effective if the teacher can immediately come to the level of the students, and think through their mind. For the teaching learning process to be effective,
the children is involved in the work they are doing and ‘own’ part of it because they have helped to plan it;
what the child brings to the task has been noted and taken into account thus helping to match the task to the child;
there is an emphasis on framing and solving problems;
each child is helped to make sense of the world they live in;
there is lots of working co-operatively in groups, organised to take into account continuity and progression;
concrete experiences are used as starting points;
when the content of the work is organised, targets and outcomes are built into the programme. There will be flexibility so that children can go off at tangents within the first hand practical experiences;
the teacher’s role is as a facilitator so that the child does not rely on adult supervision all the time;
each child is encouraged to collect data and given time to analyse it and translate it into appropriate end products;
there is evidence of a blend of integrated activities where areas of experience merge;
record-keeping is thorough and realistic;
all areas of the curriculum are dealt with during each term.
So to ensure an effective class room for the students, a good teacher should
always recognize and minimize worry and tension;
makes children feel good about themselves, recognising that they are individuals and need individual attention;
believe strongly in a work ethos and on-task behaviour, but does this without negative pressure;
view the children and parents in a positive way and understands that there should be a working partnership;
avoid shouting and bullying the students .But he is a quiet, firm disciplinarian who sees positive control as a means to exciting learning;
emphasise praise rather than criticism;
recognise and use children’s enthusiasm, talent and individuality;
see outcomes as varying and interesting; sees a wide-ranging curriculum as the best way to incorporate basic skills;
see creativity and curiosity as the key to learning experiences;
see change as positive and necessary in any inspired institution;
vary teaching styles to suit the content and the children.
