Every year teachers feel that they run out of time as March turns into April and April turns into May. There are so many topics on the syllabus that should have been covered, and you do not have a clue how to get through it all before the exam. This year is no exception; already April has come to an end, and there are still things we have not managed to teach the students. Maybe this is part of the problem - we feel obliged to teach the students everything. We need to make sure we have read enough central texts and given lectures on almost everything. My question is, are we only good teachers if we give our students lectures on each and every single part of the syllabus? Do we need to reassure ourselves that all the pupils in our groups know all the answers to all the questions that might be given an the exam? Would it be possible for us to give the students more responsibility? Are there parts of the syllabus that they can teach themselves?
søndag 27. april 2008
Teaching vs. learning
Every year teachers feel that they run out of time as March turns into April and April turns into May. There are so many topics on the syllabus that should have been covered, and you do not have a clue how to get through it all before the exam. This year is no exception; already April has come to an end, and there are still things we have not managed to teach the students. Maybe this is part of the problem - we feel obliged to teach the students everything. We need to make sure we have read enough central texts and given lectures on almost everything. My question is, are we only good teachers if we give our students lectures on each and every single part of the syllabus? Do we need to reassure ourselves that all the pupils in our groups know all the answers to all the questions that might be given an the exam? Would it be possible for us to give the students more responsibility? Are there parts of the syllabus that they can teach themselves?
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"The most important thing any teacher has to learn, not to be learned in any school of education I ever heard of, can be expressed in seven words: Learning is not the product of teaching. Learning is the product of the activity of learners."
-John Holt
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