27 November 2011

Teachers: Methodical and Pedantic flavors

I find it interesting that teachers often teach in such a methodical and pedantic manors so as to eliminate most of the organic attributes of a lesson. Additionally, they make a strong effort to point out that they have a formally organized lesson and even though pupils respond to questions the teacher usually endeavors to make it clear that they, the teacher, had already thought of the response and planned to take the routes necessary to address the point thoroughly.

I prefer, and indeed strive to teach as such, to allow for the lesson to grow and develop organically. Instead of deciding what will and all not be discussed, teachers should try to become facilitator of a broad group discussion. In this way, much of the burden of teaching is distributed in a manner that allows for the lesson--and the students--to grow naturally.

I suppose this method is less favorable because it does not allow the teacher to pontificate and thus demonstrate the instructor's amassed knowledge and "wisdom." The strong reality is that the ability to lecture to a captive audience is nothing compared to the ability to foster an ever developing discussion in a way that captures the imagination and interest of its participants. Further, the organic discussion allows for a level of flexibility in the lesson content that the lesson can be molded, viz a via the discussion, to perfectly match the desires and interests of the group. (But, I guess all of that requires the extra effort of the teacher to know the students well enough to know what they want and are interested in.)

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