As any good teacher knows, the methods of instruction and the range of material covered are matters of small importance as compared with the success in arousing the natural curiosity of the students and stimulating their interest in exploring on their own.
Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
Any good teacher knows how important it is to connect with students and understand our culture.
As a teacher with over thirty years of experience, I've found that students are hungry for material that goes beyond simply learning tune after tune. In fact, my students suggested a good portion of the material presented here. This lesson should be an indispensable aid to the aspiring bluegrass banjoist.
But the fact is, no matter how good the teacher, how small the class, how focused on quality education the school may be none of this matters if we ignore the individual needs of our students.
One of the most depressing features of the ethical side of the matter is that instead of such methods arousing contempt they are more or less openly admired. And this is logical. Canonise 'business success,' and men who made a success like that of the Standard Oil Trust become national heroes!
Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers.
If the attitude of the teacher toward the material is positive, enthusiastic, committed and excited, the students get that. If the teacher is bored, students get that and they get bored, quickly, instinctively.
The best students always are flunking. Every good teacher knows that.
Pedagogy of the Oppressed resonated with progressive educators, already committed to a 'child-centered' rather than a 'teacher-directed' approach to classroom instruction. Freire's rejection of teaching content knowledge seemed to buttress what was already the ed schools' most popular theory of learning, which argued that students should work collaboratively in constructing their own knowledge and that the teacher should be a 'guide on the side,' not a 'sage on the stage.'
The teachers of small children are paid more than they were, but still far less than the importance of their work deserves, and they are still regarded by the unenlightened majority as insignificant compared to those who impart information to older children and adolescents, a class of pupils which, in the nature of things, is vastly more able to protect its own individuality from the character of the teacher.
I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material.
The good teacher discovers the natural gifts of his pupils and liberates them by the stimulating influence of the inspiration that he can impart. The true leader makes his followers twice the men they were before.
Another obligation that I have as a teacher is to make available to students a range of options and devices and approaches, rather than saying "well here's one way to do it and that's the only way that's good."
I was born 50 years after slavery, in 1913. I was allowed to read. My mother, who was a teacher, taught me when I was a very young child. The first school I attended was a small building that went from first to sixth grade. There was one teacher for all of the students. There could be anywhere from 50 to 60 students of all different ages.
The most extraordinary thing about a really good teacher is that he or she transcends accepted educational methods. Such methods are designed to help average teachers approximate the performance of good teachers.
When I was 12 I worked with someone - it was actually an English teacher at my school, John Woodward. He was the only teacher in the school to have a top-of-the-range Porsche and all the trappings of success, so it was very interesting for me to find out how he did it. He was probably the wealthiest English teacher in the community.