(Published Online: 20th July 2007)
Preamble
In a separate article, titled "Is
Your Child Learning For School Or For Life?",
I explain why I believe every parent needs to emphasise for
his/her child, the acquisition of knowledge/skills that will
enhance the child's ability to succeed in the real world,
OVER mere academic ability.
The traditional educational institutions
of old (which were mainly geared towards feeding industries
with employees), had teachers concentrate on "moulding"
learners to meet employers' requirements.
Teaching methods were generally rigid
and rote learning was emphasised - with dire consequences
for learners who did not have the "stomach" for
it. One notable example which proved the inefficacy of that
approach was Albert Einstein, whose failure to demonstrate
"learning" competently via memorisation made teachers
call him "dull-witted". How ironic, considering
that today, the same person is regarded as one of the greatest
minds that ever lived.
Incidentally, Einstein did have a few
things to say himself about the "Old School" teaching
method. Reports have it that once, when asked the question
“What is the speed of sound?”
by a reporter, Einstein replied: “I don’t
know. I don’t carry information in my mind that is readily
available in books”. THAT answer in my
opinion effectively makes the case for exploration/use of
other learning methods outside rote memorisation etc.
Some Of Today's Teachers Still
Use "Old School" Methods
Thankfully, over the years educationists
gradually realised that the instincts of learners needed to
be allowed to play a more influential/leading role in the
learning process. Schools consequently adopted new approaches
(like Montessori etc) which allowed children freedom to explore
and learn by discovery, experimentation through play etc.
This change in approach has generally resulted in more long
lasting and qualitative learning experiences.
However, despite all the progress that
has been made, and the awareness created/reforms adopted,
some (presumably) modern day teachers with us today, continue
to employ obsolete and inefficient teaching methods from the
past in their classes. In the process, their learners are
being short-changed on a daily basis.
The difference between old, traditional
methods and the modern approaches being advocated has to do
mainly with the style of teaching employed by the teacher.
To put it another way, the type of teacher determines the
type of teaching/learning situation that is created.
Differentiating Between A "Teacher-Educator"
And A "Teacher-Dictator"
In my assessment, the foregoing make
it important to identify the characteristics of the two main
types of "teachers'" I have referred to. This is
so as to guide parents/decision makers and even teachers to
ensure the RIGHT teaching behaviour is employed at all times.
This will ultimately help to create the right learning situation,
thereby producing the desired learning output.
Below I offer bullet point descriptions
of what I consider distinguishing attributes of the
"Teacher-Dictator" (or Traditional Old School Style
Teacher) as compared to those of the Modern Teacher
who I like to call a "Teacher-Educator".
Important:
Please note that even though I have used these two
broad categories/groupings of teacher "types", in
real-life there will be cases of individuals who exhibit traits
from BOTH sides of the divide. What is essential is that a
person involved in teaching in today's world be encouraged,
to strive to exhibit MORE "Teacher-Educator" traits.
This "style" has greater potential to EMPOWER learners
to derive life-long benefits from their formal learning experiences.
| The "Old School" Style "Teacher-Dictator" |
The 21st Century "Teacher-Educator" |
| 1. Very often TELLS (but seldom SHOWS
practically) the learner how to do something. |
1. Frequently helps the learner to
"Learn By Discovery" (guiding by example as
necessary). Encourages use of natural learning instincts.
|
| 2. Is often more concerned about presenting
him/herself as the final authority/source of knowledge
to the learners. |
2. Typically offers him/herself as
a guide/coach/mentor who will point out possible directions
for the learner to follow on the path to self-discovery. |
| 3. Frequently inadvertently makes (or
wants!) leaner to remain dependent on him/her. |
3. Will be “popular” for
empowering learners to be independent in thinking/actions
from him/her. |
| 4. Sometimes recycles teaching aids/materials
used, to the point that learners sometimes correctly predict
likely “content” to be delivered. |
4. Continually exploring new areas
of thinking/development as they occur, with a view to
discovering better ways to achieve the results desired
by his/her learners. There’s always something new/refreshing
to learn from him/her. |
| 5. Not inclined towards formal self-development
efforts to improve his/her competence. Often feels what
s/he already knows will always be more than enough for
the learners. |
5. Vigorously pursues Self-Development
opportunities to acquire new/useful additional KAS (i.e.
Knowledge, Attitudes & Skills) to deliver better value
to learners. |
| 6. Often more concerned about being
part of a teacher-group, and expressing similar ideas
to its members. |
6. Values his/her independence in deciding
what to do to help the learners - even as s/he abides
by set rules/seeks input from colleagues to improve quality
of learning delivered. Places emphasis on freedom to express
his/her own ideas/convictions, and pursue them. |
| 7. Often not comfortable with learners
who demonstrate keen desire to explore beyond what s/he
has taught or is prepared to teach. |
7. Derives great satisfaction from
seeing learners demonstrate improved competence based
on “discovered” learning achieved via self-directed
efforts in their spare time. |
| 8. Tends to emphasise theoretical concepts
and classroom based situations. Spares little thought
for showing learners how the what they learn can be usefully
applied in the real world. |
8. Keen to make learning real-world
relevant. Helps learners relate knowledge acquired to
its application in the real world (E.g. What can we use
an understanding of compound interest for in life? How
does the nitrogen cycle sustain aquatic life?). This way,
learners are better prepared to apply their knowledge
PROFITABLY to productive purposes in life. |
| 9. Generally believes that his/her
job ends in the classroom and that whatever the learners
do outside of it is unlikely to require his/her attention
or action. |
9. Demonstrates passion for “educating”
others around (colleagues, parents etc) about how they
can contribute to improving the learning experience for
his/her pupils/students etc. |
| 10. Products(learners) turned out often
display undue penchant for “rote” learning,
with seeming aversion for independent self-expression,
and creative thinking. |
10. Products(learners) turned out tend
to be creative, and independent-minded thinkers –
often expressing original ideas with passion, and pursuing
self-improvement with enthusiasm. |
Summary
Decision makers in educational institutions
- especially those engaged in provision of early education
for young children - in my opinion need to ensure their teachers
employ the "Teacher-Educator" style as frequently
as possible, if not at all times. The benefits (outlined above)
accruable to the children, and the school itself (in terms
of quality of learning performances the kids deliver ) strongly
suggest there is wisdom in doing this.
Parents will also want to regularly discuss
"school/class work" with their kids and possibly
make out time to interact with their kids' teachers to get
a feel for the teaching style favoured by the latter. If necessary,
they could then gently request needed modifications in the
teacher's approach or work with the kids at home to make up
for any shortcomings they identify.
What is most crucial is that learning
experiences be made as pleasurable/rewarding as possible for
our kids. When they find joy in learning, their desire to
continually seek new learning as they grow into adulthood
will never diminish. They will, as a result, be able to explore/discover
their full potentials over time to the ultimate benefit of
the larger society.
FINAL WORDS:
It goes without saying that all I have advocated in
this article is my personal opinion, and you would be well
advised to seek the counsel of competent persons in deciding
what line of action to pursue. 
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