| In a separate article, titled "Is Your Child Learning | | | | (or wants!) leaner to remain dependent on him |
| For School Or For Life?", I explain why I believe | | | | her. |
| every parent needs to emphasize for his/her | | | | MODTE - Trait 3. Will be "popular" for empowering |
| child, the acquisition of knowledge/skills that will | | | | learners to be independent in thinking/actions from |
| enhance the child's ability to succeed in the real | | | | him/her. |
| world, OVER mere academic ability. | | | | TOSST - Trait 4. Sometimes recycles teaching |
| The traditional educational institutions of old (which | | | | aids/materials used, to the point that learners |
| were mainly geared towards feeding industries | | | | sometimes correctly predict likely "content" to be |
| with employees), had teachers concentrate on | | | | delivered. |
| "moulding" learners to meet employers' | | | | MODTE - Trait 4. Continually exploring new areas |
| requirements. | | | | of thinking/development as they occur, with a |
| Teaching methods were generally rigid and rote | | | | view to discovering better ways to achieve the |
| learning was emphasized - with dire consequences | | | | results desired by his/her learners. There's always |
| for learners who did not have the "stomach" for | | | | something new/refreshing to learn from him/her. |
| it. One notable example which proved the | | | | TOSST - Trait 5. Not inclined towards formal |
| inefficacy of that approach was Albert Einstein, | | | | self-development efforts to improve his/her |
| whose failure to demonstrate "learning" | | | | competence. Often feels what s/he already |
| competently via memorization made teachers call | | | | knows will always be more than enough for the |
| him "dull-witted". How ironic, considering that | | | | learners. |
| today, the same person is regarded as one of | | | | MODTE - Trait 5. Vigorously pursues |
| the greatest minds that ever lived. | | | | Self-Development opportunities to acquire new |
| Incidentally, Einstein did have a few things to say | | | | useful additional KAS (i.e. Knowledge, Attitudes |
| himself about the "Old School" teaching method. | | | | & Skills) to deliver better value to learners. |
| Reports have it that once, when asked the | | | | TOSST - Trait 6. Often more concerned about |
| question "What is the speed of sound?" by a | | | | being part of a teacher-group, and expressing |
| reporter, Einstein replied: "I don't know. I don't | | | | similar ideas to its members. |
| carry information in my mind that is readily | | | | MODTE - Trait 6. Values his/her independence in |
| available in books". THAT answer in my opinion | | | | deciding what to do to help the learners - even as |
| effectively makes the case for exploration/use of | | | | s/he abides by set rules/seeks input from |
| other learning methods outside rote memorization | | | | colleagues to improve quality of learning delivered. |
| etc. | | | | Places emphasis on freedom to express his/her |
| Some Of Today's Teachers Still Use "Old School" | | | | own ideas/convictions, and pursue them. |
| Methods | | | | TOSST - Trait 7. Often not comfortable with |
| Thankfully, over the years educationists gradually | | | | learners who demonstrate keen desire to explore |
| realised that the instincts of learners needed to be | | | | beyond what s/he has taught or is prepared to |
| allowed to play a more influential/leading role in the | | | | teach. |
| learning process. Schools consequently adopted | | | | MODTE - Trait 7. Derives great satisfaction from |
| new approaches (like Montessori etc) which | | | | seeing learners demonstrate improved |
| allowed children freedom to explore and learn by | | | | competence based on "discovered" learning |
| discovery, experimentation through play etc. This | | | | achieved via self-directed efforts in their spare |
| change in approach has generally resulted in more | | | | time. |
| long lasting and qualitative learning experiences. | | | | TOSST - Trait 8. Tends to emphasise theoretical |
| However, despite all the progress that has been | | | | concepts and classroom based situations. Spares |
| made, and the awareness created/reforms | | | | little thought for showing learners how the what |
| adopted, some (presumably) modern day | | | | they learn can be usefully applied in the real world. |
| teachers with us today, continue to employ | | | | MODTE - Trait 8. Keen to make learning |
| obsolete and inefficient teaching methods from | | | | real-world relevant. Helps learners relate |
| the past in their classes. In the process, their | | | | knowledge acquired to its application in the real |
| learners are being short-changed on a daily basis. | | | | world (E.g. What can we use an understanding of |
| The difference between old, traditional methods | | | | compound interest for in life? How does the |
| and the modern approaches being advocated has | | | | nitrogen cycle sustain aquatic life?). This way, |
| to do mainly with the style of teaching employed | | | | learners are better prepared to apply their |
| by the teacher. To put it another way, the type | | | | knowledge PROFITABLY to productive purposes |
| of teacher determines the type of teaching | | | | in life. |
| learning situation that is created. | | | | TOSST - Trait 9. Generally believes that his/her |
| Differentiating Between A "Teacher-Educator" | | | | job ends in the classroom and that whatever the |
| And A "Teacher-Dictator" | | | | learners do outside of it is unlikely to require his |
| In my assessment, the foregoing make it | | | | her attention or action. |
| important to identify the characteristics of the | | | | MODTE - Trait 9. Demonstrates passion for |
| two main types of "teachers'" I have referred to. | | | | "educating" others around (colleagues, parents etc) |
| This is so as to guide parents/decision makers | | | | about how they can contribute to improving the |
| and even teachers to ensure the RIGHT teaching | | | | learning experience for his/her pupils/students etc. |
| behaviour is employed at all times. This will | | | | TOSST - Trait 10. Products(learners) turned out |
| ultimately help to create the right learning | | | | often display undue penchant for "rote" learning, |
| situation, thereby producing the desired learning | | | | with seeming aversion for independent |
| output. | | | | self-expression, and creative thinking. |
| Below I offer bullet point descriptions of what I | | | | MODTE - Trait 10.Products(learners) turned out |
| consider distinguishing attributes of the | | | | tend to be creative, and independent-minded |
| "Teacher-Dictator" (or Traditional Old School Style | | | | thinkers - often expressing original ideas with |
| Teacher) as compared to those of the Modern | | | | passion, and pursuing self-improvement with |
| Teacher who I like to call a "Teacher-Educator". | | | | enthusiasm. |
| Important: Please note that even though I have | | | | Summary |
| used these two broad categories/groupings of | | | | Decision makers in educational institutions - |
| teacher "types", in real-life there will be cases of | | | | especially those engaged in provision of early |
| individuals who exhibit traits from BOTH sides of | | | | education for young children - in my opinion need |
| the divide. What is essential is that a person | | | | to ensure their teachers employ the |
| involved in teaching in today's world be | | | | "Teacher-Educator" style as frequently as |
| encouraged, to strive to exhibit MORE | | | | possible, if not at all times. The benefits (outlined |
| "Teacher-Educator" traits. This "style" has greater | | | | above) accruable to the children, and the school |
| potential to EMPOWER learners to derive life-long | | | | itself (in terms of quality of learning performances |
| benefits from their formal learning experiences. | | | | the kids deliver ) strongly suggest there is |
| Acronyms: For convenience/ease of comparision, | | | | wisdom in doing this. |
| I have used an acronym to reprensent each | | | | Parents will also want to regularly discuss "school |
| teaching style, so that the contrasting traits can | | | | class work" with their kids and possibly make out |
| be reviewed side by side.a. The Traditional/"Old | | | | time to interact with their kids' teachers to get a |
| School" Style Teacher(Teacher Dictator) = | | | | feel for the teaching style favoured by the latter. |
| TOSSTb. The 21st Century or MODERN | | | | If necessary, they could then gently request |
| "Teacher-Educator" = MODTE | | | | needed modifications in the teacher's approach or |
| TOSST - Trait 1. Very often TELLS (but seldom | | | | work with the kids at home to make up for any |
| SHOWS practically) the learner how to do | | | | shortcomings they identify. |
| something. | | | | What is most crucial is that learning experiences |
| MODTE - Trait 1. Frequently helps the learner to | | | | be made as pleasurable/rewarding as possible for |
| "Learn By Discovery" (guiding by example as | | | | our kids. When they find joy in learning, their |
| necessary). Encourages use of natural learning | | | | desire to continually seek new learning as they |
| instincts. | | | | grow into adulthood will never diminish. They will, |
| TOSST - Trait 2. Is often more concerned about | | | | as a result, be able to explore/discover their full |
| presenting him/herself as the final authority | | | | potentials over time to the ultimate benefit of the |
| source of knowledge to the learners. | | | | larger society. |
| MODTE - Trait 2. Typically offers him/herself as a | | | | FINAL WORDS: It goes without saying that all I |
| guide/coach/mentor who will point out possible | | | | have advocated in the article is my personal |
| directions for the learner to follow on the path to | | | | opinion, and you would be well advised to seek |
| self-discovery. | | | | the counsel of competent persons in deciding |
| TOSST - Trait 3. Frequently inadvertently makes | | | | what line of action to pursue. |