Change is constant. Challenges are continuous. Reflections on both needs and results yield positive changes and consequences along the way one faces the long run challenges. Among the predominant challenges experienced by many educational societies, institutions and organizations across the world is the need for evaluating and analyzing the impacts of temporal changes apropos in teaching methods and methodologies on teachers and students. It is of primary importance to dwell on this dilemma and reflect. Among the essential changes that we need to address and analyze could be the pace at which the curriculum almost in every subject area is expanding. Teachers have significantly more to give while students have significantly more to receive. Indubitably, both giving and receiving are abilities that individuals claim to possess or not.
Perhaps, Socrates realized proactively and foresaw clearly this need caused by expanding understanding of humans and increasing significance of teaching and learning. He deliberately showed us all ways to succeed in this ever-changing world. He confirmed to the world repeatedly that he could never teach. His whole intent behind teaching lied in “making people think “.It provides me an impeccable insight that my job, as a teacher, is not to carry on to show and pour knowledge in student’s mind-vessel acim audio. Since the curriculum seems to improve its altitude uncontrollably like Mount Everest, teachers cannot be successful in the society of ever – rising – thirst – for – knowledge. Socratic Dialoging calls us for an alternative.
It is my understanding within the tiny amount of experience I have, that teaching in a university is not to complete the curriculum to give all the available information to students; rather, according to its newly acquired dimensions, teaching is just unlocking the doors for students’learning. Our essential objective has to be how we can succeed in showing the laid path-for-learning effectively and adequately to the students. Going back to the American Education standards initially times, following American art and philosophy of living, their fundamental question was how they could improve teaching methodologies so as solely to transform the dependent students into independent learners. At this juncture, I put my philosophy forward, which really is a consequence of fair amounts of reading books and other vastly experienced teachers within my community and reflecting deeply on my own experiences: Teach less and teach deeply!
Besides a great grip on the concerning material and the essentially required active teaching-learning methods, a reflective teacher should possess a advanced level of ability in’reflecting and making students reflect ‘. These reflections from both sides yield a productive and healthy teacher-student relation and interactions. These interactions will in turn benefit teachers to keep raising the quality of their effective teaching and students to keep growing as independent learners. Remodeling the contemporary abundant (seldom redundant) curriculum to produce brisk and vital curriculum is the fundamental task of every teacher. Curriculum is supposed be structured on the foundation of two most important aspects viz., a reflective teacher’s ability to give and a dynamic student’s ability to get within the given timeframe and resource-frame. The teaching-learning process constructed and well-planned by a teacher on these bases can make the entire process a clean and pleasant journey.