My vision of a world is where humans learn how to embrace and trust the differences in between us. I am a fan of a student-focused teaching philosophy and utilize its principles and also approaches in my work always.

You will wonder what this approach is about. I will certainly tell you below.

Progressivism, social reconstructionism, existentialism

Learner-focused viewpoints of education became a response to the limitations of typical, authoritarian models of education and learning. Rather than developing institutions as locations where a traditional set of information is passed from educators to trainees, these philosophies stimulate participation in between instructors and learners in order to locate the very best solution to inquiries facing contemporary trainees. According to these philosophies, because the world is constantly transforming, trainees must seek answers via practical, experiential study.

The main elements of my philosophy

There are 3 main elements that compose this ideology. They are as follows:

Experimental learning. Progressive institutions provide children the possibility to learn by doing. Creative areas, wood-processing shops, cooking areas, as well as science laboratories are features of dynamic schools. I utilize true situations and also various tools to teach my students.

The scientific method. Learners are requested to pursue answers to their questions with help of problem-solving and critical thinking and are rarely expected to find their solutions in a publication.

Intrinsic inspiration. learning by heart is prevented due to the fact that students don't see exactly what they're doing as fundamentally beneficial- they just have to take the teacher's word for it and pursue extrinsic outcomes.

Encouraging instead of dictating

I take pride of myself on having a meaningful dialogue with my trainees from Wangara. I never ever inform students the best ways to think or what to think. I allow them come as well as check out to their own conclusions.

Children need to be granted the freedom of expression where feasible. I additionally consider that students ought to be given the chance to specify themselves as personalities, and an adult's duty as an educator should entail inspiring, yet not imposing.

Conclusion