Change is constant. Challenges are continuous. Reflections on both needs and results yield positive changes and consequences along the way one faces the near future challenges. One of the predominant challenges experienced by many educational societies, institutions and organizations across the entire world is the need for evaluating and analyzing the impacts of temporal changes apropos in teaching methods and methodologies on teachers and students. It is of primary importance to dwell on this matter and reflect. One of the essential changes that we need to address and analyze is the pace at which the curriculum almost in most subject area is expanding. Teachers do have more to provide while students do have more to receive. Indubitably, both giving and receiving are abilities that individuals claim to have or not.
Perhaps, Socrates realized proactively and foresaw clearly this need resulting from expanding familiarity with humans and increasing significance of teaching and learning. He deliberately showed people a method to achieve this ever-changing world. He confirmed to the entire world repeatedly he could never teach. His whole intent behind teaching lied in “making people think “.It offers me an impeccable insight that my job, as a teacher, isn’t to carry on to show and pour knowledge in student’s mind-vessel acim audio. Because the curriculum seems to raise its altitude uncontrollably like Mount Everest, teachers can not be successful in the society of ever – rising – thirst – for – knowledge. Socratic Dialoging calls us for an alternative.
It is my understanding within the tiny amount of experience I’ve, that teaching in a university isn’t to accomplish the curriculum to provide all the available information to students; rather, in accordance with its newly acquired dimensions, teaching is just unlocking the doors for students’learning. Our essential objective needs to be how we could achieve showing the laid path-for-learning effectively and adequately to the students. Going back again to the American Education standards in the beginning times, following American art and philosophy of living, their fundamental question was how they could improve teaching methodologies in order solely to transform the dependent students into independent learners. Only at that juncture, I put my philosophy forward, which is really a result of fair amounts of reading books and other vastly experienced teachers in my community and reflecting deeply on my own experiences: Teach less and teach deeply!
Besides a good grip on the concerning material and the essentially required active teaching-learning methods, a reflective teacher should possess a high level of ability in’reflecting and making students reflect ‘. These reflections from both parties yield a productive and healthy teacher-student relation and interactions. These interactions will consequently benefit teachers to help keep raising the grade of their effective teaching and students to help keep growing as independent learners. Remodeling the contemporary abundant (seldom redundant) curriculum to produce brisk and vital curriculum is the fundamental task of each and every teacher. Curriculum is supposed be structured on the basis of two most critical aspects viz., a reflective teacher’s ability to provide and a dynamic student’s ability for within the given timeframe and resource-frame. The teaching-learning process constructed and well-planned by a teacher on these bases will make the complete process a clean and pleasant journey.