Do you think that you are "teaching" according to the ways or "methods" others taught you? or are you trying to create your own philosophy about teaching and adopt your own teaching methods?
I think initially you may teach a class much the same way it was taught to you. With experience, being familiar with current thoughts, you gradually achieve your own teaching style. This will be a combination of many styles, but will be that which "works" for you. Some prefer a lecture format, others a more conversational approach, and still others a combination. Its up to you.
I think initially you may teach a class much the same way it was taught to you. With experience, being familiar with current thoughts, you gradually achieve your own teaching style. This will be a combination of many styles, but will be that which "works" for you. Some prefer a lecture format, others a more conversational approach, and still others a combination. Its up to you.
At the onset it may be so. But with time, when creativity and technology set in, the method may change.
I can say I definetely base my work on methods taught to me.
I believe that any plan, idea should have theoretical background. However, what comes up during implementation might differ according to the context.
That is why revision is necessary.
Yes, it was certainly the case for me initially. I would teach physics lessons the way I was taught them. I would utilise the methods and underpinnings dominant at the time of my teacher training. I resonate with the above comments in that with time, age, gnarly experience of life, and perhaps development of a deeper personal conceptual understanding in your subject and in pedagogy, things change.
Dear Loay Al-Saffar
I am teaching according to the ways and methods that can involve my learners. I was taught English some years ago and I tried to adopt the same methods but I could not implement the ways or methods in my classroom due to several reasons in the heterogeneous classroom contexts. I have been trying to adopt my own ways and methods (based on my research, classroom observations, levels of learners and strategies/approaches being followed by various teachers/researchers like you me around the globe) to make my learners succeed in English communicative competence.
I create materials that engage my students. As Jeffrey Knox commented, I follow different styles/ways of teaching to meet the expectations of my learners in achieving the target language.
Usually we model our teachers ourselves. So we do our teaching like they do. However, it is important to have a teaching background. Novice teachers usually imitate more. I have been teaching at the university for twenty-four years as a faculty member and my field is curriculum planning. So I'm familiar with different teaching methods. That is why I have to say that my teaching is not entirely for others. But there are many commonalities in teaching that cannot be ignored. On the other hand, teaching is influenced by conditions and tools. The content of the lesson and its nature are also known as a factor. Students' degrees are also effective. However, I try to implement the most appropriate teaching method. Whether it's similar to others or not.
Good luck
As a beginner teacher, you may reflect on the ways you were taught to guide your lesson delivery. but as you grow in the proffession, you try to undo the bad methods you were exposed to and construct or adapt new ways teaching.
As an educational technologist, I integrate technology more into my teaching, which was almost non-existent when I was taught back in the 60's. But the commitment and professionalism exhibited by my teachers are qualities that I admired and try to emulate in my own career in teaching.
Best,
Debra
I teach according to the way I was taught but I also adapt my teaching to suite my audience.
I believe this is one of the greatest challenges in teaching and learning actually, bringing together what we know to be sound practice with what we actually do by default. As someone involved very closely in professional learning for teachers, I know how challenging it can be to authentically walk the talk - in NZ for example, we are focussed on student-centred teaching (I prefer learner-adaptive as a term) but in our tertiary spaces (especially teacher education) it is challenging to see how we activate the principles of understanding and working from the heart of each student's language, culture and identity in our courses. There is plenty of evidence (in fact our faculty adds solid research) to the benefits of student centred pedagogies, and yet so often even our infrastructure and management practices do not enable our teachers to achieve them!
Teaching today is a blend of what is proven to be effective, combined with disruptive innovation. It helps to get students to think out of the box while updating oneself continuously to take account for advances, changes of philosophy, new trends, and so on. Technology has transformed learning today, and students are wiser on the form as well as content. Resources are available online, in class, so solutions or answers can be checked immediately. I make it a point not to talk for more than 18 minutes at any one time as I consider that time to be the maximum anyone can listen to new material in one go. A break to allow some interactive discussion, and some energizing allows the teacher to continue on topic. Instant student feedback at the end of the session is more accurate for the teacher than writing comments weeks later. Engagement of a class is critical. Objectives from the outset help to focus on the content.
Muchas veces se copian estilos con los que se aprendió, eliminando lo que se vio muy mal. El interés personal y la experiencia van modelando un estilo propio, muy mediatizado por la utilización de libros de texto en la educación obligatoria y la presión de las autoridades educativas. Al final, el estilo propio, aunque se apoye en metodologías novedosas, se pierde en demasiadas ocasiones.
Initially, I think, we all teach according to the methods that we can manage often adopting the practices of those who taught us. And, if they work for us that is good, but the more important question, of course, is do they work for learners. We have to utilize methods of teaching that work for us, are comfortable, and allow us to be authentic, but we also have to be willing to learn the methods of teaching that work best for students, to study current pedagogy, and seek support and assistance from our peers and colleagues as well as design and development professionals who can make the adoption of new methods and practices more manageable.
Yes, I think I learned the methods I was taught. But I adapt those methods to my own learning style. In this respect, learning methods are general. However, each individual arranges and uses these methods according to their needs.
No, I do not teach as I was taught. From first to eighth grade I was in Catholic School and rote memory was the method of learning and testing. As I matriculated through college and graduate school the teaching/learning style changed. As I become interested in adult education/learning where there is no "sage on the stage" and that learners and teachers learn together as a learning community!
No. The talking head has been replaced by the respondent. Students respond problems and issues , i provide feedback and encourage fellow students contribute to the exchange.
No, I am not teaching as I was being taught, things have changed, there is a knowledge explosion, students are smart,....with lots of smart technology,
they have so many distractors......that engaging them in class is real challenge, they love different strategies after every 15 minutes, they want easy access to their teachers. Project based learning, sharing experiences, listening to their concerns, making them active participant in their own learning, all that stuff matters....
Nazia:
Do you think the "distractors" student use are a matter for classroom management and etiquette? Do you think changing activities every 15 minutes might be confusing for some that may have learning disorders?
Doris Yates
I believe the philosophers and psychologist emphasize the method of teaching which is follow by the best teachers who do not have enough knowledge about the pure philosophy and psychology. I met so many teachers in my life like this.I also follow my own style but it can be match up with the proposed methods.
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I teach from reflection on my own teaching skills, improving my teaching with each subject that I teach. Sometimes I do take on board elements from other teachers. I also know varying the teaching methods where activities are set for the students to do, having them research the material and then teach it to the rest of the class.
Both ways are possible. When you start your career as a teacher, you may be a little bit perplexed. Gradually, you can devise your philosophy and methods, of course, influenced by “methods” already taught to you in your college days. In any case, don’t make it a lecture as Mark Twain quipped, “Lecture is a talk by which the notes of the professor become the notes of the students, without passing through the brains of either”.
Up to some extent we follow our teacher. But every teacher has his/her own ways of teaching.
Our practice as educators may indeed be a reflection of the methods that we were exposed to as students, and, importantly, we may not be fully aware of this phenomenon. Within the field of applied linguistics and, specifically, the teaching and learning of foreign languages, there is a robust set of literature discussing language teacher cognition, i.e., "what teachers think, know, and believe--and its relationship to instructional decisions" (Borg, 2003, p. 96). Simon Borg's work is probably the most widely recognized here.
Alternatively, Moodie (2016) has suggested that many language students engage in what he terms the anti-apprenticeship of observation. In this framework, he argues that students often cite the poor or ineffective teaching habits of their previous language teachers as motivation to engage in contrary practice. Students who experience ‘grammar-focused’ language lessons, for example, suggest that in their classes, communication takes precedence over grammar instruction. In this manner, “negative experiences as learners created intentions to be different from the models of teaching that [the students] experienced” (Moodie, 2016, p. 36). This reaffirms the role of previous school history in shaping the knowledge and beliefs of teachers. An implication of these findings, as Moodie (2016) suggests, is the importance of reflective practice within teacher-training programs. Such reflection may help mediate the influence of both positive and negative prior learning experiences and encourage future teachers to compare their understandings of practice with the accepted theoretical and methodological orientations of the field.
Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12(2), 96-108.
Moodie, I. (2016). The anti-apprenticeship of observations: How negative prior language learning experience influences English language teachers’ beliefs and practices. System, 60, 29-41.
I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.
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