My purpose in being a teacher is primarily to help others. It is
wonderful to see when a struggling student has that “Aha! I get it!”
moment. There is so much joy in those
little moments when things suddenly become clear. It is extremely rewarding to
see a student’s face light up with happiness, satisfaction, or just the simple
relief that something finally clicked. I
also enjoy the challenge in trying to find that trigger that sweeps away the
confusion. It’s like a puzzle; to explain something in a new way, to find a
real-life example to make it relevant, to describe a concept through imagery or
sound. It’s different with every student, so it is a constant game to find a
different way to illustrate new ideas.
I want to share my experiences and knowledge, but my purpose in education is more than that. One of the reasons I have always wanted to teach was because of my own
experiences when I was in school. I want to specifically teach architecture, drafting and visual arts at the high school level. These are very subjective, highly creative fields. I would get so frustrated with my design
teachers because they would try to enforce their own creative ideas onto the students. I want to be a different kind of teacher than what I experienced. It is so important to allow students to develop their own ideas. I believe that the best chance young minds have to realize their full potential is when they are comfortable and confident with their own ideas and instincts. I want to
provide a flexible, open environment where students have the freedom to do their
own thing within the parameters of any given assignment. If I can help promote independent thinking and
confidence in the classroom, ideally that will continue outside of school. I want to help students evolve into strong, creative individuals who can in turn go into society and help others reach their full potential as well.
I couldn't agree more with your statement about helping students "find the trigger that sweeps the confusion". When you invest the time and energy into getting a student to reach that "aha" moment, there is no greater reward. It can definitely be challenging, but is well worth the work it takes to get there.
ReplyDeleteWhat I have taken from my educational experience has largely influenced the kind of teacher I want to be. Both looking at the amazing teachers I've had, and the ones that I wasn't so fond of, has helped me to arrive at the feelings I have today towards education and my personal teaching techniques. I appreciate that you can take your own experience and use it to make you an effective teacher now and in the future- which is definitely an example of education at it's best! Learning from others to help us grow as individuals and influencing our own actions.
I can hear the frustration in your writing with teachers who quench the creative juices. I do not have a background in the subjects in which you specialize, so maybe I'm off-base in asking this, but are there basics that must be taught before kids can actually begin to create? My daughter is a talented artist and would frequently vent similar complaints to those you had about teachers limiting the creating process when she was in Art I. She didn't understand why she had to sketch from the still life the teacher set up, rather than sketching whatever she desired. But, I could see the method in his teaching. He wanted them to learn the basics of shading and dimension. I do believe in allowing creativity to flow, but I also see the need for teaching the basic skills needed to create more effectively. Perhaps this is the "right brain, left brain" phenomenon. I'm definitely the logical right brain (aspiring math teacher) and it's a whole other realm.
ReplyDeleteSue- you are absolutely correct about teaching the basics. It is essential to go through those learning exercises, but I think it is just as important to promote creativity and free thinking concurrently. For example based on your daughter's scenario; in class is an an ideal time to draw a prescribed still life. The teacher is present to help guide basic techniques of shading and dimension. The subject matter is the same for all students, and so everyone can learn from each other by seeing how each individual approached the same problem. Then, for a project or homework assignment, I would give the students the freedom to draw whatever objects they choose. They would only have the requirement that they incorporate the basics of shading and dimension that they learned in class.
DeleteSo often, I see teachers try to do the basics first, and only allow the students to explore creativity much later, "once the basics are learned". Students need to explore every step of the way, or they will get bored. Also, if students are given some level of freedom, they will stumble upon things they have not yet learned, and be more motivated to figure it out. They will know what questions to ask throughout the entire process. This will provide a much more personalized education for each student, as they will develop their own interests concurrently with the basic material.
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ReplyDeleteThe comment did not upload properly. The following comment is correct.
DeleteIt is always a challenge to come up with innovative methods to teach something that a student may not comprehend. As educators it is important for us to be flexible and creative in our teaching methods because not all students learn in the same way, or even feel passionate about the subjects we teach. I agree with you, that if we are able to allow students to develop their own minds, and not just merely take on our views, they will be able to have a much more rewarding educational experience. This will help them to grow as individuals.
ReplyDeleteAmber,
ReplyDeleteHow do you balance the need for students to have direction and guidance in their learning with your desire to allow students more freedom to explore their own creativity? At what point can it be useful pedagogically to provide our own criteria, perspectives, and expectations for students based on our own subjectivities?