VIEWS
OF GREAT THINKERS AND PHILISOPHERS
ESSENTIALISM
Essentialist avoids methodological add-ons and soft
pedagogy and concentrates on sound, proven instructional methods. The students
would learn passively by sitting on the desks and listening to the teacher. An
example of essentialism would be lecture based introduction classes taught at
universities. Students sit and take notes in a classroom which holds over one
hundred students. They take introductory level courses in order to introduce
them to the content. After completing one course, they will take the next level
course and apply what they have learned previously.
• Elementary students receive instruction in skills
such as writing, reading, measurement, and computers.
• Subjects
most often associated with the development of creativity such as Art and Music
to be provided.
• The students are required to master a body of
information and basic techniques, gradually moving from less to more complex
skills and detailed knowledge.
• Only by
mastering the required material for their grade level, the students are
promoted to the next higher grade. Essentialism is different from what Dewey
would like to see in the schools. Students in this system would sit in rows and
be taught in masses.
ROLE
OF A TEACHER :
Moreover,
essentialists maintain that classrooms should be oriented around the teacher,
who ideally serves as an intellectual and moral role model for the students.
•The teachers
or the administrators decide what is most important for the students to learn
and place little emphasis on student interests, particularly when they divert
time and attention from the academic curriculum.
•Essentialist teachers focus heavily on achievement
test scores as a means of evaluating progress. Essentialists believe that the
teachers should try to embed traditional moral values and virtues such as
respect for authority, perseverance, fidelity to duty, consideration for
others, and practicality and intellectual knowledge that students need to
become model citizens.
PRAGMATISM
Methods
of Teaching: Whatever is to be taught to a child must
be correlated with the natural activities of the child. For this purpose
following methods are adapted:
1. Learning
by doing: Child learns the best when he performs some action
along with the theoretical knowledge of a subject. Teacher guides the students
for these activities by which child develop his own natural abilities.
2. Collective
approach:Children participate in these activities
collectively. It develops in them social efficiency.They are assigned various
types of jobs by the teacher and they complete them collectively.
3. Integrated
approach:A subject is taught only after integrating it with
other subjects as well as life. In this way knowledge becomes compact, useful
and systematic.
4. Individual
approach: Each child is unique and different from his fellow
flock. Teacher should regard individual differences and teach a child according
to his level of understanding and specific interest.
5. Purposive
process of learning :A child should try to achieve some aim
or goal according to his natural interests, abilities and experiences. Self
learning through self effort is acknowledged.
Role
of Teacher :The teacher works as friend, philosopher
and guide to the students
1. He
should have the capacity to know the interests of the students.
2.
He should understand the conditions and
situation of changing society.
3. He
puts forth problems for the students to be solved according to their interests.
4. He
also creates situations to develop social interests, attitudes and habits for
welfare of the society.
NATURALISM
Methods
of Teaching: Discarding the old system as stagnant
Naturalism prescribed
1. Leaning
by doing
2. Learning
by experience
3. Learning
by play as the basis of teaching
To the naturalists book reading is
unpsychological. The child engages himself in those
activities
and experiences. Which appear to him interesting and joyful. He does all
learning by his own interest and effort as ‘emile’ of Rousseau used to do. The
principle advocated by Naturalists have brought into being the modern methods
of teaching which are;
1. Observation
method.
2.
Experimental method.
3.
Play way method
4.
Heuristic method
5.
Dalton method
6. Montessori
method
All
these methods are self-learning methods and as such they are very effective and
purposeful.
Teacher
Naturalists do not like that child
should be taught in classes by teachers who are spoiled by the artificial
atmosphere teacher, in whose close contact the child develops normally and naturally.
In the process of education, the place of the child is more important and
central than the teacher. The teacher should not impose upon the child any
things under his own authority or supremacy.
REALISM
Methods
of Teaching
1. Realism
gives more emphasis to sense training. Lominius emphasized the importance of
sense training in education.
2.
Milton emphasized the importance of
travelling in education.
3.
Locke emphasized the importance of
observation and experimentation.
4. Inductive
– Deductive method is also advocated by them.
‘Things
rather than the words’ or ‘First objects and then their exposition’ are their
watch
words.
Education should be given through co-curricular activities.
Role
of a Teacher
Realism has balanced approach so far as
the position of the teacher is concerned.
The
teacher must have knowledge of the subject matter and nature of the child. He
must
know
their needs. He must also be conversant with the scientific and psychological
methods and
techniques
of teaching. He must present the objects and activities before the child in
their actual
form.
For accomplishing all these, the teacher himself must be trained and bestowed
with
Intellectual,
social and moral qualities.
EXISTENTIALISM
The Teacher :
According to the
existentialists the teacher creates an educational situation in which the
student may establish contact with himself, become conscious of it and achieve
self – realization. This requires existential approach in the teacher himself.
He should also have an experience of self – realization so that he may be
capable of guiding the students in this process. The teacher‘s role is to help
students define their own essence by exposing them to various paths they may
take in life and creating an environment in which they may freely choose their
own preferred way. Existentialist methods focus on the individual. Learning is
self-paced, self directed, and includes a great deal of individual contact with
the teacher, who relates to each student openly and honestly.
The student:
The student should feel
completely free for realizing his self‘. Under the guidance of the teacher, the
student should try to realize his self‘through introversion. The student
accepts the discipline prescribed by the teacher and does not become
irresponsible. The purpose of freedom given to him should be to enable him to
effect the full development of his individuality.
RECONSTRUCTIONISTS
Instructional
Methods
1. Cooperative
learning, problem solving, critical thinking
2. Focus
on active learning and activities outside of school
3. Students
spend time in the community to learn its problems
4. Would
analyze research and link issues to place in the community and larger society
5.
Take action or responsibility in
planning for change
Nature
of Learner
1. Students
are a critical element in bringing social change.
2.
Students are capable of initiating and
adapting to change especially if they are influenced by appropriate adult role
models.
3.
Students are the future of Society, so
schools should educate them not only by standards but also with what could help
them to help the society.
TEACHING METHODS AS GIVEN BY VEDAS
Methods
of Teaching
Two methods of Teaching were being
practiced during vedic period. The first method was Maukhik (oral) and second
was based on chintan ( thinking or reflection). In the oral method
students
were to memorize the mantras (vedic hymns) and Richayas (verses of Rigveda).
The
process of education passed through three stages of comprehension i.e Shravan
(Hearing),
Manan ( meditation) and Nidhidhyasan ( realization and experience). Methods of
teaching
was based on apprenticeship and was psychologically sound. Teaching followed
some
strategies
such as simple to complex, activity and skill oriented procedures. Question-
Answer
technique
and illustration. Self-study ( Swnadhyaya) was considered more important.
SCHOOL OF
PHILOSOPHY of YOGA
Teacher & Taught
1. Great importance to teacher
2. Not only a theoretician but also a demonstrator
3. Give practical demonstration to the student
(scientific notion)
4. Teacher has power of knowledge, power of will and
power of action.
5. Role is that of scientist in our age
Student
1. Surrender to his teacher for his total cure
2. Without teacher nothing can be obtained by the
student
BUDDHISM,
Methods
of Teaching
1. Mostly
verbal.
2. Question,
answer, discussion and debates.
3. Agra
shishya pranali (Monitorial system)
4. Travelling
and Nature study method
5.
Book method.
6. Preaching
and conference method
7. Medium
of instruction was pali and also importance to vernacular dialects were given.
Teacher
Taught Relationship
1. Close,
Pure, good and affectionate
2. Teacher
besides being a scholar of repute must have in himself inspiring ideals.
3. Like
his students the teacher also used to spend life in simplicity, constant study,
celibacy, following
4. ideals
and strength of character.
5. Both
teacher and student were required the authority of reason and experience.
6. Students
were required to maintain the freedom of thought
7. Disciplined
in matter of morals and conduct
8.
Maintain self restrained life
JAINISM
Methods of Teaching
1. Knowledge is through senses and meditation. Teaching
must develop these faculties.
2. Teaching should be social and tolerant, and should
bring happiness to all.
3.
Jiva is essentially karmic, therefore
education must be action based and ideally oriented.
ISLAMIC EDUCATION
Teaching Methods
1. Recitation ,learning kalama & collective
repitition.
2.
Writing, reading and oral methods and
also Monitor methods in Maktabs and madarsas.
Madarsas and Higher Education: The word ―Madarsa‖ is derived from Arabic word ―dars‖ which means a
lecture. Thus Madarsasas mean a place where lectures are delivered. Madarsa was
an educational institution for imparting Islamic education and higher learning
in which students sought admission after completing Maktab education.
Lecture method was supplemented by
discussions.
Duration of education in Madarsas was 10
to 20 years. Curriculum was divided into two categories: (Religious education
& Secular education).
Religious education:
The contents of religious curriculum included intensive and critical analysis
of the Quran, intensive study of Islamic Law, suffism and the heritage of
Mohammad Sahib.
Secular education:
The contents of secular education included the teaching of languages and
literatures of Arabic and persian, logic, History, Geography, Astronomy,
Astrology, Arithmetic, Agriculture, Medicine, Economics, Ethics, Philosophy,
Teaching Methods :
Lecture method, self study, practical method in subjects like music
architecture.
SWAMI VIVEKANANDA
Principles
of teaching-learning
Swami
Vivekananda emphasised the following:
1. Self-teaching-”No one was ever taught
by another. Each of us has to teach himself. A child educates itself.”
2. Living Examples of Teacher-”Words
even thoughts, contribute only one-third of the influence in making an
impression-the man two-thirds.”
3. Teaching through Positive Suggestions-”We
should give positive ideas. Negative ideas only weaken men. If you speak kind
words to them and encourage them, they are bound to improve in time.”
4. Concentration as the only method of education-”The
power of concentration is the only key to the treasure-house of knowledge.”
5. Qualities of the Learner-”The
conditions necessary for the taught are purity, a real thirst after knowledge
and perseverance.”
RABINDRANATH
TAGORE
Methods of Teaching:
Tagore strongly criticized the bookish
and examination oriented teaching. He stressed movement of the whole body in
various learning activities. He followed the activity principle, and advocated
constructive and creative activities.
Role of the Teacher:
In
teaching, the guiding spirit should be personal love based on human relations.
In education the teacher is more important than the method. Tagore pointed out,
“A teacher can never truly teach unless he is learning himself. A lamp can
never light another lamp unless it continues to burn its own flame.”
MAHATMA
GANDHI
Gandhiji’s
Teaching System
Gandhiji s teaching system is obviously
based on social science, psychology and physiology and principle of activity.
Principle of correction is also used well by him in forming his edu-theory. There
is an obvious similarity of his ideas of basic education and the thoughts of
John Dewey.
Gandhiji
s teaching system is full of the following characteristics:
1. Compulsory
universal free education for the boys and girls of the 7-14 yrs age group.
2. Mother
tongue will be the medium of education. On this level English learning will be
totally rejected and Hindi should be learned as a national language.
3. Learning
will be arranged centering on a handicraft in accordance with the learner s
ability.
4. Basic
education is totally activity oriented.
5. Individual
and group effort is developed through this practice.
6. An
important feature of basic education is learning with earning.
SHRI AUROBINDO
Methods Of Teaching
The
following principles of methods of teaching have been stressed by Sri.
Aurobindo.
1. Love
and sympathy for the child
2.
Education through mother tongue
3.
Education according to the interests of
the child
4.
Education through self experience
5.
Emphasis on learning by doing
6.
Education through co-operation of
teacher and students in the education process
7.
Education according to the nature of
child- considering the divinity in the child and latent gifts of mind and
spirit
8. Freedom
of child- free environment to gain more knowledge through his own efforts.
Describing
as to who is a teacher, The Mother has laid down the following qualifications.
1. One
must be a saint and a hero to become a good teacher.
2.
One must be a good yogi to become a good
teacher.
3.
He should be absolutely disciplined and
have an integrated personality.
4.
He should be absolutely disciplined and
have an integrated personality.
5.
One must have the perfect attitude in
order to be able to exact a perfect attitude from one‘s pupils.
6.
A teacher who does not possess a perfect
calm, an unflinching endurance and who arefull of self-deceit will reach
nowhere.
7.
He should be able to eliminate his ego,
master his mind and develop an insight into human nature.
8.
The most important thing in a teacher is
not knowledge but the attitude.
9.
The teacher also should grow along with
the pupils.
10. The
Mother says,– If a teacher is to be respected, he must be respectable
JIDDU KRISHNAMURTI (1895- 1986)
Methods Of Teaching
We should not teach the student what to
think‘ and how to think‘. Allow him freedom to think for himself.
1. Study
the child thoroughly and employ such methods that suit him best.
2. The
student should be treated as an equal partner.
3. Problem
solving and explorative methods should be encouraged.
4. Repetition
encourages the mind of the child to be sluggish.
1. Understanding the child According to Krishnamurti
―The right kind of education consists in understanding the child as he is
without imposing up on him an ideal of what we think he should be. Ideals are
an actual hindrance to our understanding of the child and to the child‘s own
understanding of himself. The right kind of a teacher doesn‘t depend on a
particular method. He will study each pupil closely. He is fully aware of the
fact that the pupils are living beings who are impressionable, volatile,
sensitive, affectionate and often timid. He knows that he should have a lot of
patience and love to deal with them. The absence of these qualities makes a
teacher mechanical in his attitude and shirks away the demands of the
profession.
2. Keen observer The best way for a teacher to
understand a child is to observe him at play, work, and at different moods. The
teaher should not be tempted to project upon the child his prejudices, hopes
and fears. The ideal teacher will desist from molding him to fit his
idiosyncrasies, prejudices and ideas which gratifies himself.
3. Integrated Educator If a lamp doesn‘t burn itself,
it cannot light other lamps. If the teacher himself / herself is not an
integrated personality, we cannot expect him to help the children become
integrated personalities.
REFLECTIVE TEACHING
Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was
taught and how the practice might be improved or changed for better learning
outcomes.
Reflective
teaching is a personal tool that teachers can use to observe and evaluate the
way they behave in their classroom. It can be both a private process as well as
one that you discuss with colleagues. Reflective teaching is about more than
just summarizing what happened in the classroom.
The reflective process
The
reflective teacher starts his instruction in the Class as he planned already.
After teaching session he thinks over (Reflection) happenings in his teaching
situation. The changes required form teacher for the improvement of the
students learning outcomes are considered while planning for next session. The
teacher creates new learning environment with modified teacher qualities.
Methods of
reflective practice
1.
Teacher diary
2. audio or video
record your own lessons
3. Professional Development Journal
4. Personal action plan
5. Individual Learning Plans
6. Write mental attitude.
1.
Teacher diary: The reflective teacher maintain diary. One side of the
diary he maintains date, event, place of the critical event. In the opposite
side he records What had happened, his views and opinion (So what), What he understood from that incident (Now
What).
2. Audio or video Recording: You can record
your lesson and ask for criticism from students, Peers, etc
3. Professional
Development Journal: The
reflective teacher can share his experience to the public and professionals
through his writings. It contains Description
of the incidents, authors feeling,
his evaluation, analysis and conclusion.
4. Personal action plan: A personal action plan is a method of conduct that
individuals choose in order to achieve one or more personal or professional goals. Individuals
usually write down action
plans to more easily follow
the series of steps that it takes for these plans to come into fruition.
5. Individual Learning Plans : The ILP is a plan on a superior level – it focuses on
the individual Teacher, not a class, course or group.
The purpose of the ILP is to specify specific goals and learning objectives for a Teacher for a specific period. The ILP is
visible for the teachers, learners, parents/guardians and
the school administration. The content of the ILP are as follows
Role and
responsibilities
Learning
style
Planning
of course
Planning
of session
How
people learn
Communication
skill,
Presentation
skill
demonstration skill
ICT
skill
Health
and safety
Q
skill
Learning
method
6. Write
mental attitude: the
reflective teacher should develop a correct mental attitude to face his own
criticism and evaluation.
The characteristics of a reflective educator
1. Thinking
about his professional practice
2. Takes action upon his professional practice.
3. He
makes changes as necessary.
When a lesson does not go well, which will happen to everyone, he learns from
it and does not teach the lesson the same way again.
4. Recognizes the inherent differences in his classes (when he has more than one
group of students) and does not treat all classes the same by teaching exactly
the same lesson.
5. Takes
planned time within class to determine the efficacy of the lesson and take steps to improve it, if need be.
6. Knows
both his strengths and his students’ strengths. His lessons are designed around their strengths
and areas of interest to maximize learning.
7. Cognizant of his own weaknesses and takes planned steps to improve in those areas.
8. Seeks feedback
from many sources, such as other teachers, students, parents, and
administrators. He is open to constructive criticism.
9. Understands that he cannot optimally teach students by
himself. Teaching is a complex field and it takes help from many others.
10.
Shares
his experience with the understanding
that it can benefit others who may be able to learn from his experiences.
11.
Solves class room problems
12.
Takes part in curricular development and
school change effect.
