Many years have passed since my teacher training but I am constantly seeking new ideas and ways to teach and learn. Adopting a constructivist approach to teaching is one such new idea.
The general idea of a constructivist teaching/learning approach is that the classroom should be student-centered. It is a classroom where knowledge and meaning is co-created and negotiated with students. Unlike the traditional image of the teacher as 'sage on stage' the role of the teacher is redefined in a constructivist classroom. He or she is viewed as someone that facilitates knowledge by stretching the students' thinking. The deliberate strategies used put the onus on the students to become active participants of their learning.These include allowing students to make predictions, asking questions and providing ample opportunities for students to research, investigate, manipulate objects and invent.With this said, constructivist teaching and learning is strongly related to the Standards of Practice because it is committed to students and their learning.
However, adopting a constructivist approach in the classroom could be problematic even to the most well-intentioned teacher accustomed to a highly rigid, structured, teacher-centered classroom. Teaching from a constructivist mindset requires a total paradigm shift. From a personal point of view,it takes some amount of unlearning past habits to comfortably accept that relinquishing 'power' to the students has great advantages. Instead of being the sole voice in the room, I have learnt that being quiet and observing the students is beneficial not only in gaining insights into their learning/understanding but also useful in providing valuable feedback to me as an educator. Giving students autonomy and empowerment in a classroom is a challenging and humbling experience at first, but the teacher with a growth mindset has to be receptive of change.
Teaching and learning are not static,they are fluid processes that can be enhanced by keeping abreast of current learning theories,pedagogy and educational research.By choosing to remain current and relevant,a teacher has to be prepared to be open-minded to different ways of operating in the classroom. As teachers, we need to remind ourselves that student success is, in large part,a reflection of our professional practices. learning to refine our skills through ongoing inquiry, dialogue and reflection is therefore not an option. If we are sincerely committed to student learning,going the extra mile to expand our knowledge of appropriate pedagogy,assessment and evaluation,resources and technology to plan and respond to our students' diverse needs seems like the right thing to do.
However, adopting a constructivist approach in the classroom could be problematic even to the most well-intentioned teacher accustomed to a highly rigid, structured, teacher-centered classroom. Teaching from a constructivist mindset requires a total paradigm shift. From a personal point of view,it takes some amount of unlearning past habits to comfortably accept that relinquishing 'power' to the students has great advantages. Instead of being the sole voice in the room, I have learnt that being quiet and observing the students is beneficial not only in gaining insights into their learning/understanding but also useful in providing valuable feedback to me as an educator. Giving students autonomy and empowerment in a classroom is a challenging and humbling experience at first, but the teacher with a growth mindset has to be receptive of change.
Teaching and learning are not static,they are fluid processes that can be enhanced by keeping abreast of current learning theories,pedagogy and educational research.By choosing to remain current and relevant,a teacher has to be prepared to be open-minded to different ways of operating in the classroom. As teachers, we need to remind ourselves that student success is, in large part,a reflection of our professional practices. learning to refine our skills through ongoing inquiry, dialogue and reflection is therefore not an option. If we are sincerely committed to student learning,going the extra mile to expand our knowledge of appropriate pedagogy,assessment and evaluation,resources and technology to plan and respond to our students' diverse needs seems like the right thing to do.
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