The word education and its definition are so
succinct when spoken, yet symbolically swell to encompass so much. Webster’s New World Dictionary explains that
education is “knowledge, etc.” It is nearly
impossible to imagine the hidden meaning behind that simple three-letter
“etc.” Education is meant, primarily, to
proffer academic information (knowledge) to young minds. In delivering such data, it is only logical
that other goals of learning are born, mature, and are met. These goals include the development of a
sense of independence and autonomy, in conjunction with a willingness to take
certain risks. Students must be taught,
both explicitly and implicitly, social skills and conflict-solving techniques,
as well as methods for self-help and organization. It is essential, both to me as an educator
and to my students as people, that they leave my classroom feeling confident
and competent, in both the academic subjects I delivered and their roles in
society.
Both the
teacher and the student must take on numerous roles in the classroom—some such
roles are identical, some are complementary, and some supplementary. Students and teacher alike must be prepared
for the class with the necessary materials, attitude, and frame of mind to
actively complete the day’s assignments.
It is imperative that students follow designated rules and procedures,
whereas the teacher must state, enforce, and model said rules and procedures. Similarly, students must be aware of and
accept both positive and negative consequences of behavior, while the educator
must, in turn, assume the responsibility of establishing and fairly
administering said consequences. Both
halves to the classroom must be willing to work as a team member, both within
the classroom and with their respective peers and colleagues, encircling other
students, other teachers, administrators, and parents. Teacher and students alike must be open to
the concept the making mistakes, and acknowledge the vast opportunity for
meaningful learning that comes with such errors.
An African proverb states, “When there is no
enemy within, the enemies outside can not hurt you.” Taken abstractly, this is precisely the
atmosphere necessary for successful students and teachers. The classroom requires an atmosphere free
from shale and self-doubt that is easy-going while still possessing clear
expectations. This is founded in the
establishment of clear rules, expectations, consequences, and a sest and
followed schedule, which all students are made aware of and fully
understand. The teacher needs to offer
positive praise and reinforcement for correct responses and valid work on the
students’ behalf, at the same time encouraging further learning. Mistakes need to be acknowledged in an
understanding, non-hostile manner, to maximize learning from such errors. Similarly, the teacher must be aware of
students’ interests and strengths, and be willing to work extensively in such
areas. To minimize shame and self-doubt,
experiences with near-guaranteed success need to be built into the classroom
every day; success here and in other activities must be acknowledged and
appreciated. When the child feels little
to no threat within the classroom, a positive correlation will be seen in his
attitude in other settings, thereby making social/personal learning more
generalized and adaptable.
It is through these means, and with these
goals and understandings, that I as a teacher will attempt to and succeed in
conquering that three-letter “etc.”