Teaching profession gives us the opportunity to impact individual students or particular categories of students (minority students, females, older adults).
Hello Yogesh. I find this a useful question, and one answer, that I have found lots of possibility from, is using Stephen Billett's notion of personal epistemology. In other words, how we come to know. There seems to be three elements of the notion which essentially interact to deliver an outcome - in a very rough sense, they are: personal history, the social constructs around the person, and the materiality of the person. So, the teacher might respond in one way to a class, but the people in the class might respond very differently to it. I would strongly recommend his work in the attached links. I would like to hear how you find his work. Kind regards, Tony.
Chapter Practice-Based Learning in Higher Education: Jostling Cultures
Article Lifelong learning and self: Work, subjectivity and learning
Article Personal epistemologies, work and learning
Hello Yogesh. I find this a useful question, and one answer, that I have found lots of possibility from, is using Stephen Billett's notion of personal epistemology. In other words, how we come to know. There seems to be three elements of the notion which essentially interact to deliver an outcome - in a very rough sense, they are: personal history, the social constructs around the person, and the materiality of the person. So, the teacher might respond in one way to a class, but the people in the class might respond very differently to it. I would strongly recommend his work in the attached links. I would like to hear how you find his work. Kind regards, Tony.
Chapter Practice-Based Learning in Higher Education: Jostling Cultures
Article Lifelong learning and self: Work, subjectivity and learning
Article Personal epistemologies, work and learning
Most definitely! In Australia the education system and pedagogical approach creates a significant bias against low SES and/or students with social disadvantage. In general, the most common pedagogies support continued success of already successful learners and discriminate against (unintentionally) poorer learners. The reason for the bias is to be found in motivation theory. Schools are rarely autonomy supportive (Self Determination Theory) because:
The system does not support much autonomy in learning
The system actively suppresses the efficacy beliefs of poorer learners.
Teachers do not build quality relationships with poorer learners especially if they have behavioural or engagement problems.
Stephen Billett's notion of personal epistemology, can be useful in this scenario but i agree with Mark, systems does not give you autonomy, we need to follow course profiles and learning outcome based teaching, there is no scope of personal touch or impact on learner.
A student's mind is not like a kettle where same inputs will make the contents, but are rather oriented by the recipient, varied as per the alignment of the student. we understand the extent of understanding depends upon the preparedness on prerequisites. I request a reading Thareja's AUM model as a support to this argument.
Implies, dear Dr Yogesh, the teacher's impact on individual students will vary.
If it should not be same, then the whole class will be alike. As a consequence - the lack of variation will imply no versatility in creative / innovation stimulus.
Thareja, P., Mahapatra, P. B., & Sharma, D. D. (2010). Metamorphosis in Teaching of' Materials': A Case Study Aligning Manufacturing Requirements.
Yes the impact the teacher makes is purely a characteristics based on two variants the teacher and the students.With the number more in a classroom, how the teacher is perceived by the students is most important.Here the overall personality traits and the academic knowledge and skills do contribute while influencing students. As.As in engineering the teacher key indicators are consultancy, research and technical skills and acceptability by the industry.The impact on individuals student do vary and is a complex one to define.
I fully agree with Tony Wall. Pygmalion effect is a really impressive way of looking at it. However, I am more concerned about the assumption of a muted tutee in such a case.
Previous replies interesting, I agree with the answers and explanations above.
When you investigate 'vary' the context changes to analysis with statistics.
India as a country is harmed with the reservation issue. Reservation for apartheid / called scheduled class. In education, in jobs and so on. The outcome is furtherance of mediocrity, and those who should be academically challenged, are rather de-motivated to bring any best.
This factor also leads to variation in levels of tutee.. and Dr Sinha the importance of your question gets reiterated.
Some where in 1991, I had written a paper, published in an ISTE seminar proceedings in south, and consequently based upon the questions/ arguments a question in parliament was raised.
The Variation however is an implicit condition especially when the students must have diversity in their growth
This is an interesting question and I feel it should get more attention from people in general, and particularly from those who are working in this field.
As mentioned by Raut earlier as an answer to this question, there are essentially two major factors and they are (a) the Teacher and (b) the Student.
The Teacher's command over the subject and the way of presentation / teaching and his leadership qualities can matter a lot in making an impact on the student. The subject has to be made plausible and interesting to attract students' attention into it and to create inquisitiveness in the minds of the student. Motivation towards learning and hunger for knowledge is required to be created in the students.
The Student's level of prerequisite knowledge in the subject concerned, his receptive capabilities and his interests are, in my opinion, the major factors responsible for the creation of an impact of teaching. The level of all these factors present in different students are obviously different. This is the reason why the impact of teaching from an excellent teacher is different in case of individual students.
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