Unfortunately, it is unrealistic to expect a student to have all of these skills when they first enter the classroom; the ability to learn is developed over time. Because of this, the teacher must not only teach the class material, but also help the student to grasp it. In Freedom To Learn, psychologist Carl Rogers describes the aim of education as the facilitation of learning (120-121 Rogers). In order to facilitate learning, the teacher has two core responsibilities: to evoke and guide the students’ desire to learn, and to provide guidance and resources to help them do so.
Mr Sewa Singh Sekhwan is the education minister of Punjab in 2011. While organising my thoughts on education and attempting to compile a personal philosophy out of them, I have realised a few things. Most importantly, I now recognise that a philosophy education cannot be rigidly structured. It must incorporate the ideas of many different thinkers; and it cannot be exclusively bound to neither traditional nor progressive ideas. The method of teaching which is practised should always be appropriate based on many different variables, such as what is content is being taught, the classroom atmosphere, and of course, the students’ personalities and learning styles.
The teacher must not only recognise these domains, but also try to understand how the students are attempting to solve them. This does not require that the teacher make lengthily records and descriptions of student behaviour for reference; rather, she should keep a mental tab of their emotional and intellectual abilities. With this in mind, she is better able to understand her students without overburdening herself with work. Nel Nodding describes how she attempts to engross herself completely in the student’s mindset when helping them: If I care about students who are attempting to solve a problem, I must do two things: I must make the problem my own, receive it intellectually, immerse myself in it; I must also bring the students into proximity, receive such students personally.
(659 Goldstein) When grading, it is useful to divide the assignments into two categories: first, those which are free-form and open ended, such as creative projects, papers, and presentations; and second, those which test for automaticity of core skills and knowledge such as spelling and vocabulary words, reading comprehension exercises appropriate grammar use, and where or not the student has done reading assignments. The former category should be graded based subjectively upon the student’s progress and ability; the latter should be graded in a standard manner, with ‘wrong’ and ‘right’ answers.
Grades should focus on helping the student realise what his proficiencies are, and what things he may study in order to improve his work. “Each child brings a particular set of skills and interests to bear on any given problem. The adult has particular responsibility for segmenting the tasks into subgoals manageable for that specific child and for altering the child’s definition of the task to make it increasingly compatible with expert performance.
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