Reflections on the Delivery of Instruction and Teaching Profession

1

Though educators know a lot, especially on their specialization, because of their pre-service education and on-going professional learning, we should understand that not all should be given to students. We should filter and screen what we teach to see whether it is appropriate in their age or not. Indeed, we should pick only the suitable part or concept that we will be teaching to students in accordance to their level. Psychologically speaking, a student's brain is not yet equipped in absorbing so much information. Their brains have fairly limited capacity when it comes to processing. Hence, instead of helping them, a teacher could be burdening them of perplexities that are not yet suitable for their maturity. This can drive them to mental exhaustion or demotivation. Despite the fact that we aim them to have high expectations, it does not mean that we must overload them with so much information. That can be toxic and indeed is foolish. If that happens, negative consequences will occur. What we want them to get the mastery of their age-appropriate skills or lessons. Their brains are not simply a cauldron to be put with anything. Their minds are still work-in-progress.

As a Southridge teacher, I believe that it is imprudent to give a young child a lesson on advanced art or any very hard subjects. This is very nonsensical, I should say. They are still young, and we should give them lessons that would correspond to their juvenility. What are we they going to do with that? Our aims are to educate them foundational skills gradually, and to teach them progressively and not sloppily. We teachers all know that in order to reach and understand a complicated skill, we should first start from the very basic before going to the intricate ones. Therefore, in that case, we facilitate their learning. This makes me remember the concept of vertical alignment in the curriculum of Southridge education. We chunk our lessons from simple to advance, and in alignment of their level and age. We sure that lessons progress and not remain the same in difficulty as they move forward to next grade levels. Also, through teacher collaboration, we emphasize order and coherence in learning. 

2 

Teachers may think that the more we talk, the more the students learn. Actually, that premise is very unreal and untruthful. Why did I say so? It is because based on my firsthand experiences of teaching at Southridge, I got a sagacity that students learn best when they are in-charge of their own learning. Basically, students are the learners. It is unwise for a teacher to let his students be an inactive receptacle of information. Hence, we should design and provide ways on how they can grow through their own learning. We are here only to facilitate. Psychologically speaking, more neural connections form in their brains when they are active in contrast to passively listening from teachers. Therefore, student activities play a very crucial role in their development and education.

 

3 

Repetition is imperative to retention of learning. The more that an individual repeats a certain skill, the more he becomes good at it. Therefore, the adage, “practice makes perfect” is evident in this discussion. At Southridge, since we adhere the mastery learning, we give them enough ways and time to repeat a certain skill. When I talk about repeating, it does not the uninteresting, boring, and mind-numbing repetition. I refer to the reiteration of a skill through different media and styles, so that I help them reinforce their learning.

4

At Southridge, we design the curriculum and learning experiences of the students in line with our school mantra, which is holistic education in coordination with the concept of close home-school collaboration. This is similar to Ignatian pedagogy. Therefore, we aim the complete development of the student—academic, physical, social, spiritual, mental, etc. Activities that promote holistic education range from, but not limited to, sports, spiritual formation, mentoring sessions, and class discussions. In order to evaluate if a certain student is getting a holistic education, it should manifest in action—thinking, words, deeds. Through action, ingrained in the reflection on experience, a student develops perspectives, gets to be aware about self and others, and learns to understand his role in life.  As a teacher and agent of the propagation of student's total formation, I deliberately provide my students ways toward holistic education in my humble ways. I need to fit the curriculum, the resources, and experiences of students toward the attainment of this goal. 

Moreover, I respect my students as a person, child of God, and citizen of the Philippines. I do not use my authority as a teacher to treat them inferiorly. Our school is a wonderful community. All of us—staff, teachers, parents, and students—breathe like a family air. We collaborate together for the benefit of each other. We continue to develop collegial and harmonious relationships. We value each other.

 

5 

The classroom culture and the learning environment of students are set by teachers. Teachers should not be seen like someone who is very unreachable or someone who lives in an ivory tower. However, it is not wise as well to befriend students without limitations and without professional delineation. I should say, therefore, that we put it in balance, wherein students can still talk to us without fear and hesitation. We should be acquainted with their experiences so that we can guide them, and that also can be used as a springboard for lessons.

At Southridge, we teachers set a positive and conducive learning environment for students. We discipline them in a fatherly figure. Discipline should be taken negatively, because in its very nature, discipline is no actually vicious. It is an assertive way of management, and that we are not lenient or aggressive. Here, we sincerely care for students and their development. We set the environment like a home, and not a cold building.

 

6

 Students will learn best, I think, if teachers act as their true friends of learning. I mean that teachers should not be ostentatious, pretentious, or ill-disposed, and that teachers should have enthusiasm, sincere concern, and love for students. The relationship between teachers and students play an indispensable role in the culture not only of the classroom, but also of the school. Hence, at Southridge, we—teachers, administrators, parents—are very vigilant on how we present ourselves for, implicitly or explicitly, we contribute to the entirety of the intricate school culture.

As a teacher, I do my best to be a model of positive behavior for I know that many eyes are watching me, and that they try to emulate me. Indeed, if I present an untoward attitude, their innocent minds may copy it. Later, they may think that it is correct. Hence, I know that there is a need for me to continue reflect and to scrutinize my character.

7

The school community ideally should be full of teachers who believe in their students, and who commit to aid them with their very best. At Southridge, we believe in each student’s abilities and potentialities. Therefore, we do not degrade or demoralize them if they are having a hard time with some skills or lessons that they need to learn. Varied styles of learning are appreciated. Preferring certain intelligence over others is not advocated. Heterogeneous grouping is accentuated. We believe that each child is unique, and each should be supported.

Southridge values collaboration over individualism or competition. We want them to learn to interact with other people through cooperation and harmony. We want them to realize not to rely on oneself only, and that we have fellow individuals who can help us in life. We teach them that communities, just like our school, should be inclusive and not divisive.