It is my personal belief that teachers do more than just educate students. Teachers build a special bond with their students, a relationship that is rarely seen outside of the home. They not only assist their students to reach their maximum achievement levels they also ensure all are equipped with the skills and knowledge to take into the next stage of their lives. It is so vital that in order to achieve this, teachers provide an environment that is enticing to learn, as well as develop their levels of expertise in areas that will allow them to reach their teaching purpose. This environment is seen in the image to the left (Reynolds, 2013), it looks as though the student is leading the discussion and enjoying her time in class.
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Why do we need a teaching purpose?
A teaching purpose is something I never really thought about until I began my masters. I had a great idea of why I wanted to teach, how I wanted to teach and what I wanted to teach. But, it was simply a thought or an idea. In having a teaching purpose, an educator has a framework in which they are now held accountable for (Copolla, n.d). A teaching purpose assists educators think about what they want to teach, how to teach and reflect on their lessons. Without a purpose an educator has no goals, and without any goals we cant expect our students to be fully engaged in our learning programs.
In order for an educator to fulfil their teaching purpose they need to have an understanding of particular dimensions. All of these dimensions link together in one way or another in order for a teacher to become an expert. The above teaching purpose looks directly at the need for students to become functioning members of society; this starts with the learning environment. Student centred learning places much of the control and direction in the hands of the students, this sees them much more engaged in the topics and willing to share ideas. Having students engaged is the foundation of this teaching purpose as without engagement, there is no learning.
Each and every student comes to school for a different reason, it is important that teachers have an understanding of each student, why they attend school and what motivates them to learn. This allows for relationships and trust to be built. Once this occurs students are more likely to have a greater want to participate in classes, leading to the development of skills that will assist them in the future.
Educators are often seen as facilitators of knowledge, but this is far from engaging for students. Educators need to not only have an understanding of the content they are teaching but they also need a strong pedagogical content knowledge, as this allows them to differ their teaching depending on the situation of the class. In using the knowledge they have on how to motivate their students they are able to use a range of pedagogies to assist in successful learning programs.
The final dimension is encouraging creativity in the classroom. This starts with the educator as they learn to take risks in the way they teach, as they show students that risks do not have negative actions. Educators encourage risk taking, try to allow students to overcome fears and encourage class discussions as the greater the engagement, the greater the learning. However, creativity is only inspired in a student when they feel safe and comfortable in the learning environment. This is where we see the need of a great understanding of what motivates students, how to teach to them and how to inspire their creative side.
If these dimensions can be understood and successfully implemented it is then, that students will achieve their full potential and become a functioning member of society.
In order for an educator to fulfil their teaching purpose they need to have an understanding of particular dimensions. All of these dimensions link together in one way or another in order for a teacher to become an expert. The above teaching purpose looks directly at the need for students to become functioning members of society; this starts with the learning environment. Student centred learning places much of the control and direction in the hands of the students, this sees them much more engaged in the topics and willing to share ideas. Having students engaged is the foundation of this teaching purpose as without engagement, there is no learning.
Each and every student comes to school for a different reason, it is important that teachers have an understanding of each student, why they attend school and what motivates them to learn. This allows for relationships and trust to be built. Once this occurs students are more likely to have a greater want to participate in classes, leading to the development of skills that will assist them in the future.
Educators are often seen as facilitators of knowledge, but this is far from engaging for students. Educators need to not only have an understanding of the content they are teaching but they also need a strong pedagogical content knowledge, as this allows them to differ their teaching depending on the situation of the class. In using the knowledge they have on how to motivate their students they are able to use a range of pedagogies to assist in successful learning programs.
The final dimension is encouraging creativity in the classroom. This starts with the educator as they learn to take risks in the way they teach, as they show students that risks do not have negative actions. Educators encourage risk taking, try to allow students to overcome fears and encourage class discussions as the greater the engagement, the greater the learning. However, creativity is only inspired in a student when they feel safe and comfortable in the learning environment. This is where we see the need of a great understanding of what motivates students, how to teach to them and how to inspire their creative side.
If these dimensions can be understood and successfully implemented it is then, that students will achieve their full potential and become a functioning member of society.