“More than to give information, a teacher needs to help guide a student’s mind to think, and even beyond that, to help him shape his character. Giving information is easy. Forming a thinking mind is hard. And shaping a strong character is hardest of all, partly because it must be shaped mostly from within. Giving information is only the beginning of a teacher’s responsibility; the end is to stimulate, excite, motivate, lift, challenge, inspire.”
-Bruce B. Clark
I believe in the power of the experience and that learning should be a by-product of innate curiosity, not a means to an end. The purpose of education is to equip all students with the skills and tools necessary to be active participants in their own learning and to empower them to seek opportunities to contribute to the world around them.
Therefore it is my goal, as an educator and facilitator, to create a student-centered environment where curiosity drives inquiry and inspiration drives creativity. It is my responsibility to provide a learning space where trust and commitment create an environment where students are encouraged to assist in the construction of the learning environment. It is my aim that authentic dialogue, between student and teacher, is the result as the students actively experience, reflect on, and analyze the topic or subject matter at hand.
Creating a learning environment like this, at times, can create profound positive or negative influences on the students’ learning experience. With this in mind, I must constantly monitor my behavior and decisions through both objective and subjective means. Through student evaluations, student performance, and informal discussions and interactions with both the student population as well as my peers, I am provided an opportunity to reflect and build awareness. This enables me to offer a positive, balanced, and beneficial learning experience.
To aid each student in constructing their own learning I must also do my best to meet the needs of individual, diverse learners. This charge demands that I engage students in: class, small-group, and individual exercises, discussions and debates; I must use all my available resources to ensure that everyone has an opportunity to find meaning in the lesson or topic in their own individual way. Student assessment then must be authentic; problem-solving exercises, group presentations, self and peer-assessment opportunities, and written reflection are all ways to enhance student ownership of the material presented.
It is my professional and personal obligation to encourage and teach students to think critically and logically in the midst of an experience. To then be able to reflect on and analyze the situation to determine what can be gleaned from the experience and how to apply the acquired knowledge and information for personal or professional growth.
