The Dichotomous Core: Teaching and Learning
Education, at its heart, occurs when a balance is maintained between several seemingly polar dichotomies, the most obvious of which is that between teaching and learning. Teaching implies activity on the part of the individual conveying knowledge, while learning implies activity on the part of the individual obtaining knowledge. A classroom that does not focus simultaneously on both teaching and learning lacks balance, and if the burden of activity is not properly shared by teacher and student, there is no hope for knowledge transfer or gain.
The shared responsibility embodied in this exchange resonates through other foundational, dichotomous aspects of my teaching philosophy.
Staying True while Adapting to Change
Being liked by students is not a teacher’s primary goal, but there is little question that a good reception from students facilitates learning. I believe professors fail in this area most frequently because they are either too rigid or too flexible in their teaching principles and styles. Allowing students to dictate the class pulls teachers out of their true elements and away from their core strengths.
A good teacher will recognize when changes should be made to adapt to the needs and preferences of the students while at the same time understand the dividing line across which he or she cannot go. Essentially, I believe in a bend-don’t-break philosophy: know what your students need, attempt to provide those needs, but do not abandon your identity as a teacher or as an individual to do so.
The Scope of the Class and Beyond
Many professors adhere strictly to the syllabus, insisting that certain material be covered, often at the expense of spontaneous opportunities for engaged learning on the part of students. Others fall victim to the lure of conversation and are too easily distracted by these so-called teaching moments, leaving the course without any order and, subsequently, without true purpose.
All courses, particularly if they are skills-based, should have core goals. Namely, students should enter the class knowing what skills and knowledge they will have mastered if they satisfactorily complete the course. However, there will often be opportunities to explore content related to course topics but outside the class’s scope, especially in the ever-changing communication field in which current developments play an important role.
A good teacher will recognize these moments and take advantage of them, but at the same time not allow these moments of spontaneous learning to dominate the class, leaving students to fall short in achieving important goals.
Holding Back the Helping Hand
Teachers naturally want their students to succeed, so they guide them through the learning process as best they can. The critical point is understanding when a teacher’s helping hand actually holds students back from meeting their true potentials.
In the early stages of learning, particularly if the concept is new or complex, students require a great deal of guidance to help them grasp ideas. As students progress and become more confident, teachers must pull back. Oftentimes, however, we fear that our students might fail, and thus we unfairly deprive them of the freedom to do so.
There is nothing wrong with failing at a task so long as one can identify the cause of that failure and correct it: In my view, that is the very definition of learning. At this later stage, good teachers give students more freedom and should provide more in the way of encouragement to foster independent success.
The Freedom to Fail and the Fear of the Grade
Allowing students to independently advance their skills and navigate a process of trial and error is an effective learning method. However, it can be detrimental to students’ GPAs. Good teachers understand that actually mastering a concept or skill is more important than the grade a student receives during the course of that mastery. Still, to say that grades do not matter is absolutely foolish. Grades affect students’ future chances in the job market or their pursuits of advanced degrees; they also dictate students’ current circumstances, most noticeably in receiving or maintaining financial aid.
Navigating these waters is difficult, but providing low-stakes assignments helps steer the ship. Graded evaluations are important to students in terms of feedback, and the consequence of a good or poor grade incentivizes learning. If, however, during the course of independent trial and error the stakes are relatively low – that is the assignments comprise a small percentage of the overall grade – students have the opportunity to learn from mistakes without taking detrimental hits to their GPAs.
The Middle Way
In short, I see no point in teaching if there is no learning. I believe a middle way is the most responsible approach to teaching as it is the most effective path to learning. Additionally, I believe that the balancing of this core dichotomy results from balancing the subsequent polarities I described above. In general, I feel specific classroom methods are a matter of style and preference more than a measure of success. No matter the method, a wide-angled and balanced view will ultimately foster understanding and learning, and that is was truly makes good teachers great.