Complexities within Teaching and Learning

From the multiple discussion in ECS 100, there was one idea which bothered me. The idea that the number of students who go to university is actually very small, yet the school system educates students to continue their academic studies, mostly for university. This idea bothered me because I thought part of the purpose of schools was to educate students so they may be successful in their further studies, yet this only pertains to a small number of students.

This idea had me thinking of the curriculum. The curriculum, for the most part, focuses on core subjects such as math, English, social, and science which does share a part for other work areas but does not lead to success for every student. The notion of which every student is to succeed in education seems interesting to me. If we want every student to succeed, why would we not educate them on skills that pertain to every student such as how to take out a loan and how to manage finances? As an educator, I can try to attempt to add additional classes to the curriculum such as classes involving life skills, which could be offered at multiple schools.

Another complexity with teaching is gaining student trust. Some students may come from families or countries where life was not easy (ex: abuse or war) so for the student to trust you, it may be difficult. As a teacher, you will have to be cautious of your actions so the student has no reason not to trust you. For example, you may have to give the student space until they warm up to you even though it will be difficult.

A complexity related to learning may be engaging the students. From my ECS 100 field experience, I found captivating the attention of all learners is difficult. This is due to not every student learns the same way, some students may be ahead of their classmates, and some students are simply not engaged with the material. As an educator, it is up to you to capture all the learners’ attention and teach lessons in multiple ways so every student is given the opportunity to learn. Also, if students are not finding the material exciting, yet it needs to be taught, it is up to the educator to act enthusiastic about the material even if it is not. In conclusion, there are many complexities surrounding teaching.

Lastly, I found the teaching strategies the ECS 100 textbook discuss, are better to be witnessed in the classroom versus being read. To learn skills such as classroom management, the textbook went into grave detail which honestly confused me. Then, as I observed my teacher in the field, I quickly learnt what classroom management was. It is:

  • Making sure every student is paying attention
  • Allowing an adequate amount of time for students to grab materials, complete assignments, read, and etc…
  • Having supplies ready for a lesson
  • Having lessons prepared
  • Creating posters on the wall for students to reference
  • and so much more!

In conclusion, I feel for future educators to learn how to teach, it is better to learn from the field than from a textbook.

Leave a Reply

Your email address will not be published. Required fields are marked *