Teaching Without Joy and Learning Without Hope by Gandhi

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Teaching without joy and learning without hope by Gandhi:

I would like to begin my sharing with this paragraph that I read from the book of Dr. Jesus Palma, on Curriculum Development System: “The teacher performs two very important functions in the educative process. One function is that of “character formation” which is caused out through modelling, counselling and the application of behaviour management or discipline. The second function of the teacher is that of “instruction” which consists of a set of experiences and resources that the teacher and learners utilize to achieve the learning objectives. The two aspects of instruction are “teaching” and “learning”. TEACHING is the responsibility of the teacher, a professional adult person trained for the job. It involves the intelligent arrangement of the environment and resources of learning that will evoke the right kind of response from the learners, a group of young maturing individuals under the care of the teacher. LEARNING is done by the learners by using optimally the learning resources and undergoing the planned learning experiences. The common concern of the teacher and the learners is that curricular requirements are met and standards of achievement attained so that learners develop according to the profile of the “IDEAL GRADUATE”.”

Yes, indeed, learning is the top priority in our educational system and teaching or what the teacher does is important only insofar as it advances the intended learning outcomes---to have an ideal graduates! I see teaching as a process of “helping” the learners learn or a process of “facilitating” learning. The word “help” and “facilitate” I think can only be possible with JOY. If learning is the top priority the teacher must not hold back on this so that he/she may able to show HOPE in learning. As I am reflecting, every day I am looking forward to feel the passion and joy to act in this profession though many times I feel it is tough and not easy. I believe that...
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