Module 1: Facilitating student learning instead of presenting students with information

Facilitating student learning instead of presenting students with information

Teachers need to facilitate learning by making the educational process easier for students. This does not mean watering down curriculum or lowering standards. Rather, facilitating learning involves teaching students to think critically and understand how the learning process works.

Some teachers choose to take the center platform in their classroom while delivering their lectures, while others prefer to take the backseat and work as facilitator of the students. By facilitating students learning instead of presenting students with information as is common in our educational system, wherein teachers can encourage their students to take an active role in learning. Changing educational concepts and forcing students to give up their inactive roles that they took on in their classroom can be highly effective and lead to increased students comprehension.

We understand that a teacher plays an essential role in the process of education. I think, no teacher will ever become ideal, becoming totally ideal would mean that the teacher has achieved such a level of perfection that they no longer requires further effort towards improvement. Actually, we have different description of ideal teacher, usually if we are asked what your ideal teacher is. We answered it that “my ideal teacher possesses these characteristics”. We tend to describe on how we are comfortable with them and how we are go easy during class discussion and friend of outside. Without thinking that how much we learn from them or how are we gained knowledge and effect on our personal development.

The best teacher I had, having qualities to encourage students to interact while learning. Learning does not have to be a self-contained recreation. By allowing students to work with each other as they build understanding, we increase the likely that they remain engaged throughout the lesson and give them the opportunity to benefit from their classmates’ knowledge and skills. If I were asked to describe the ideal teacher, from my experience, I instantly think of this one person, though I am sure many fit the criteria for an ideal teacher, since it varies student to student. For example, the ideal teacher is someone who makes me enjoy learning, someone who is supportive, and someone who goes above the call of duty to help you out. Not everyone has the chance to find and meet this ideal teacher, but those lucky ones that do find this person, are blessed. I was one of the lucky ones, and I met my ideal teacher in my sophomore year of high school. Needless to say, she was my Math teacher during my sophomore year. When I walked into my Math class that first day, I knew I would instantly love this teacher; her crazily outgoing personality, and her silly voices that always made me laugh until I had tears streaming down my face.

Teachers have their own style in classroom management, like present the students with questions instead of answers, lectures for open ended questioning instead of telling students how something works, encourage students to work together and seek out an explanation for them. Within, finding the explanation instead of just listening to the teacher’s version of events, students more likely to internalize the information and place it in their long-term memory bank. Instead of taking on the standard roles of teacher and students, create a learning partnership with them. Set up partnership with your students, making it clear that we are working together as a class group to discover relevant information and enhance the group understanding of subject matter. As a teacher we not to set our self as an expert of the subject, but instead we are going to work as a tour guide to the students to understand the context of education. When times, students apply information they have learned, they are more likely to commit it to memory, so we are able to provide application opportunities to them. We can help the students to internalize their learning by giving those projects that specifically designed to encourage the information on application of learning. We can gauge that doing is better instead of simply seeing; students more likely retained their learning by experiencing it. Within our classroom management, we need to consider that there are different interpretations of learning, while some students learn best through orally presented, directions, others requires visual stimuli and still others learn best through movement and actions. Our role as a teacher is to select the best activities that appeal of different learning styles. Yes, this is not an easy task but we need to determine our students learning styles by presenting them with a learning activities, these data could help a lot in planning lesson and activities to fit the students learning style.

As a teacher, one of the most difficult aspects I have experienced is learning how to motivate my students. Gathering all students with different attitudes and culture is the most challenging in delivery of learning and designing strategies to keep them active in the class discussion. Students who are not motivated will not learn effectively. They won’t retain information, they don’t participate and some of them may even become disruptive. We are students and there are times that we are unmotivated for variety of reasons. There are times that we feel that they have no interest in the subject, find the teacher’s methods non-engaging or be distracted by external circumstances. Non-motivated students actually having difficulty in learning and is a need of special attention. While motivating students can be a difficult task, the rewards are more than worth it. Motivated students are more excited to learn and participate.

In my opinion, teachers who are passionate in teaching will be considered a high level in the society, there is nothing easy in teaching students. Perhaps, teaching a class with full of motivated students is enjoyable for teacher and students alike. Some students are self-motivated with the natural love of learning, but even with the students who do not have natural drive, a great teacher can make learning fun and inspired them to reach their full potential.

http://www.educatorstechnology.com/2014/04/27-ways-teachers-can-facilitate.html

http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching/Facilitating_learning_teaching_-_learning_methods.pdf

http://www.academia.edu/1746309/STRATEGIES_FOR_FACILITATING_LEARNING_IN_CLASS

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2 thoughts on “Module 1: Facilitating student learning instead of presenting students with information”

    1. Thank you for comment!

      Few teachers would deny that motivated students are easier to teach, or that students who are interested in learning do, in fact, learn more. So how do teachers motivate their students?
      Intrinsic motivators include fascination with the subject, a sense of its relevance to life and the world, a sense of accomplishment in mastering it, and a sense of calling to it.
      Students who are intrinsically motivated might say things like the following.
      • “Literature interests me.”
      • “Learning math enables me to think clearly.”
      • “I feel good when I succeed in class.”
      Advantages: Intrinsic motivation can be long-lasting and self-sustaining. Efforts to build this kind of motivation are also typically efforts at promoting student learning. Such efforts often focus on the subject rather than rewards or punishments.
      Disadvantages: On the other hand, efforts at fostering intrinsic motivation can be slow to affect behavior and can require special and lengthy preparation. Students are individuals, so a variety of approaches may be needed to motivate different students. It is often helpful to know what interests one’s students in order to connect these interests with the subject matter. This requires getting to know one’s students. Also, it helps if the instructor is interested in the subject to begin with!

      Source: Matt DeLong and Dale Winter, Learning to Teaching and Teaching to Learn Mathematics: Resources for Professional Development, Mathematical Association of America, 2002, page 163.

      Liked by 1 person

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