Anyway .....on to reflecting.
Time to reflect on the last few weeks, on what has changed for me, how I have been affected as an educator and what implications all this will have going forward as I journey ahead as a graduate student.
As I ponder the above questions , I will incorporate the discussion questions from our week 4 Discussion thread fro LRNT501.
1-What are the implications of different epistemologies and learning theories for process of "teaching".
2-Is the conventional view of the "teacher" outdated and if so what should replace it?
3-In today's context what moral obligations do educators need to consider?
4-For your work/interest/goals in the field of educations what are the implications of all of this for you personally?
As I consider the implications of different epistemologies I think of the saying "you can't fit a square peg into a round hole." Smith (n.d.). Going forward I think I will have to learn to somehow assess quickly how my students learn best and then adapt my own learning theory to better serve them. I can no longer stick to the confines of just one way but can use a combinations of the main theories in order to enhance my teaching and learning environment.
My conventional view of a teacher is the authoritarian figure standing at the front of the class telling the students to take out their textbooks and paper followed by pages and pages of note taking from the blackboard. As a student you came, you learned and went home with lots of homework. I believe the term 'teacher' should be replaced with the term facilitator. The Merriam-Webster online dictionary defines facilitator as "one that helps to bring about an outcome (as learning, productivity or communication) by providing indirect or unobtrusive assistance, guidance or supervision." (2015). I think the role of 'teacher' has changed in that it requires or involves a responsibility on our part to help them become good citizens in their communities as a whole not just as a good student. If we can help them foster empathy, honesty, and integrity skills that will compliment the academic knowledge then we have been successful in our 'teaching'. Therefore as a facilitator we are working with them as opposed to lecturing to them. Dewey (p. 61) once remarked "the center of the gravity is outside the child": he or she is expected to adjust to the school's rules and curriculum." As a facilitator rather then sticking to lesson plans, take your cues from your students and be adaptable. Everyone brings their own set of skills, knowledge and way of learning to class, our role as a facilitator then is to tap into that for the best outcome. Realistic? Not sure, however I know I will now try this approach in my classroom.
The third question to discuss was that of moral obligations as educators. I considered this question from a parent perspective and then as an educator. First as my role of a parent, having been exposed to all the learning and technology information over the past 5 weeks it made me realize that as a parent I need to do more to foster that connectivity with my own children. Yes they have laptops, ipads and ipods but now I look at those as tools to help them foster their learning environments as opposed to just playing games, Facebooking or Instagraming and Snap Chatting. Don't get me wrong I understand that these tools are teaching them but my focus is creating more productivity with their own academic skills as opposed to just the social component. As Barber, J., Grant, S., Karam, M-A., & Stoller, M. (2015) presented in their debate, one of Siemens (2015) twees, "Because a networked world with networked knowledge requires a networked approach to learning.".
In terms of me as the educator I like to think of the saying “Give a man a fish and feed him for a day; teach him to fish and feed him for a lifetime.”(Tzu, n.d.) Again it comes back to life skills. For my program specific content, I have a moral obligation to re-inforce and teach certain core values that will be expected by future employers. I have a duty to help them achieve certain behaviours and to help them understand what will put a quick end to their future hiring processes. For example in terms of social media, what they post in comments and pictures can back fire on a future candidate. I can’t assume they know this and therefore morally I have to be certain that they understand.
I try and have my students relate to all aspects of the law enforcement world they are wanting to enter. Simple things like wearing a uniform, you are constantly under scrutiny and being watched. I try to engage them as critical thinkers and to start shaping their character for the career they are wishing to pursue. So in a sense I am teaching them life skills not just academic material. De Ruyter, D. J., & Miedema, S. (2012) state “traits such as honesty, empathy, sympathy, fair-mindedness, and so on are generally thought to be both important virutes and virtues that it is the proper function of moral education to foster.” (p. 63)
Lastly, for me personally going forward I am going to include the use of technology more in my courses. I like the idea of a blog on my course page as well as a twitter feed dedicated to my program where students must tweet relevant issues or stories that are specific to course content. The discussion feed I don’t currently use but I am now going to start in order to engage those students who don’t like to stand out in class. Perhaps in the comfort of their own space behind a computer screen or device they may be more vocal and share their thoughts.
Now that I have had a chance to read, learn, understand and freely admit I am a novice and am still mastering what each main learning theory is, I believe (am hoping) that I can use this knowledge to make me a better facilitator not "teacher". I've been left with so much information to think about and ponder I find that the cogs in my head are on overdrive in a good way. I'd like to think that I can share some of my new "smarts" with my colleagues and that they will be receptive to listening.
As a little side before I end my post, I conducted my own little survey with my old work mates. I posed a question to all of them via text. The question was : How do you like to learn and how do you like to be taught?" The age range is from 35 to 42. A total of 5 work mates replied and of those 5, 2 are ex-military, 1 just got hired by a municipal police service and the other 2 entered the work force from college. Below are some of the replies. I found it interesting to see that most like learn the same way since they are all in a para-military career. Things that make you go hmmm.
-like to learn with hands on
-lectures supported by scenarios and real life examples
-like to watch more experienced individuals then customize their skills to my individual needs, test and adapt situation
-E.D.I. (military term) explain, demonstrate and imitate. Lecture to explain the skill, followed by a demonstration and then hands on to imitate. Funny enough the example this individual provided was proving safe a C8 rifle, which means examining and checking to make sure the rifle is empty and will not accidently discharge. Usually the skill is then tested by another instructor to avoid biases.
-the same person above when to Afghanistan to train their military and the same model was used and found to be effective even with a language barrier. There wasn't a need for verbal communication as it was basically conveyed "Do what I do."
The above survey was just me being curious as they were all asking me how school was however their responses did give me something to ponder for the future especially with that 'thesis' thing coming up!!
References
Barber, J., Grant, S., Karam, M-A., & Stoller, M. (2015) Debate presentation. LRNT501 Class Debate at Royal Roads University. Victoria, BC.
De Ruyter, D. J., & Miedema, S. (2011) Moral Education and Development : A lifetime Commitment. Netherlands: Sense Publishers
Dewey, J.(1907). The School and the Life of the Child. The School and Society. Chicago: University of Chicago Press.
Merriam-Webster-online-dictionary(2015).Retrieved from http://i.word.com/idictionary/facilitator.
Schunter, J. (2012). Ten PowerPoint Slides on Knowledge Management that Have Influenced]. Retrieved from http://jschunter.blogspot.ca/2012/12/ten-important- poweroints-slides-on.html.
Siemens, G. [gsiemens]. (2015, July 27). Because a networked world with networked knowledge requires a networked approach to learning [Tweet]. Retrieved from https://twitter.com/gsiemens/with_replies