Teachers need to see themselves as change agents!
The
human society keeps evolving. So does, as an effect, the collection of learners
that we meet in the classroom. Every year it is different. The needs of the
classroom also hence keep evolving. A teacher needs to respond to these needs
on a continual basis. The only way is to take
it as a challenge and follow the cycle:
(a) Examine the situation
(b) Examine
one’s ways of teaching
(c) Declutter the tool box of strategies and learn
more
(d) Reflect and … back to step (a).
But one needs a frame of reference as
a base in order to avoid being tossed around by any thought process.
“I
assume that amid all uncertainties there is one permanent frame of
reference: namely, the organic connection between education and personal
experience”, (Dewey). For
me, this frame of reference has been a multi-dimensional set of relationships
for “We start our concern with the relation and not the individual”,
(Randomactsofkindness). I have always believed that an interplay of individual
and context is what leads to growth. In that way I am constructivist and “A
core premise of constructivism is that cognitive processes (including thinking
and learning) are situated (located) in physical and social contexts”,
(Schunk, 2012). I am exploring multiple dimensions of relationships
below.
Relationship
with Oneself
To
build a relationship with oneself would mean to keep growing more and more
aware of oneself and integrate the new knowledge into existing schema. This
would require a life where one is constantly facing new challenges for “…an
unpleasant state of disequilibrium occurs when new information cannot be
fitted into existing schema (assimilation)” (McLeod). In order to
achieve again the sense of equilibrium, we make an effort and learn new tools
for the same. For example, after teaching only Indians for years, when I
stepped into an IB school, suddenly I faced learners from Korea who had varied
levels of expertise of English. I was uncomfortable and had to increase my
tools to be able to integrate methods to teach them.
We need to develop
a deeply reflective approach to education. “Reflective teaching means looking
at what you do in the classroom and giving it a meaning by attaching the why
question to what you go through”, (Gatumu). Being able to reflect
is a life skill and a need for me.
Relationship
with Subject
For
some maths is god! For some it is mandatory to learn. For some it is a subject
to teach. A teacher must explore his or her relationship with the subject. It
is the teacher’s passion that flows through to the students.
What
is maths for me? It is poetry, it is frozen patterns, it is something that
gives me a sense of ‘wow’ that I cannot explain. When I share with the students
something like, ‘motion under the force of gravity is always one of the 4 conic
sections’, I feel the sense of ‘wow, this is so amazing’ and that is
transferred to the students.
Relationship
with the Student
‘So
you can teach maths. What else can you do for the students?’ Our IB school
director would ask again and again. As I explored this question, the process
led me to see the students differently.
I
learnt the core value of relationship with students is to learn to connect
beyond the subject, as human beings. I see now that “… connection is why we're
here. It's what gives purpose and meaning to our lives”, (Brown). This has been the most beautiful journey for me and so well encapsulated
by Brene!
Relationship
with the Curriculum
I
have a passion for maths. But I have a bigger passion for every student to
maximize his or her potential in maths and in life. Hence for me, maths classes
are a space where there is a positive learning environment that evokes all
students to learn with joy. As maths brings in a lot of anxiety, I have “…an
arsenal of strategies that would inoculate learners against the negative
attitude by providing enough positive experiences”, (Gang). I bring in a number of teaching methods to
differentiate the curriculum and make it appealing to all kind of learners.
The new
addition to my curricular expertise now is the realization that “A curriculum
that makes intercultural competency an asset, rather than a deficit, can
powerfully motivate…”, (Reimers). This is something I’d like to explore
more as opportunities arise. I might, for example, check the cultural
background of participants for a workshop and bring in streaks from the source.
Relationship
with The Larger Community
Let us think “…about schools as
systems of interdependent actors and processes, in which the most important
outcomes, as in a symphony, are in the synergies that result from their
interaction and collaboration”, (Reimers). We have colleagues, staff,
leaders, management and parents as an extension. Technology has made it easy to
collaborate with anyone across the world. I have, over the years, learnt the
value of collaborating with the larger community and enjoy the synergy.
Relationship
with The World
What
is my place in the world and how do I create a better one? This is the new that
I have learnt from this course. I see now the power of the IB schools to help
build a relationship with the world that is based on a sense of open mind. This
is the part that has made me feel a twinge of remorse at leaving the IB
teaching. To be a travelling teacher, to give the space to be a part of an
international eco system, to choose for oneself what one calls a ‘home’ in the
world, this is so much more possible for an IB teacher.
The
capacity to “…step outside one’s base culture and to understand there is no
universally correct way to do things”, (Ranker) would be the ultimate
freedom of being that one could hope to learn!
Conclusion
Relationship
is the main frame of reference for me as explored above. What I have learnt
from this course is how all the dimensions of relationships are multiple
aspects of becoming and building global citizens through a global mind-set. That
is the pivot that gives meaning to all that we do by integrating it around a
core vision. To learn to live in harmony within any community anywhere in the
world would be the point of omega that we are moving towards. The courage to
develop “…the willingness to do something where there are no guarantees…”,
(Brown).
I
am grateful for coming to the vastness of the vision and looking forward to
sharing it with my milieu. “An organized, bottom-up, teacher-led movement can
advance global education in ways that advocates have been unable to do so far”
(Reimers).
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