“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ~William Arthur Ward William Arthur Ward was able to grasp the concept of a great teacher…
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Analyzing it structurally, ‘spirituality’ means relating to, consisting of, or affecting the spirit. It is something intangible. ‘Dimension’ on the other hand means one of the elements or factors making up a complete personality or entity. Combining the meaning of these two words, spiritual dimension is the bringing together of the emotional and intellectual aspects of human experience and embraces practical as well as theoretical concerns (Cottingham, 2010). Affective domain also known as the ‘emotional aspect’ is the one commonly forgotten principle in teaching. However, it is as equally important as the cognitive and the psychomotor domain. This gives the breadth to the lessons since this appeal to the emotions – to the feelings of the learner, making the entire process of learning a personal experience for students. I have learned the theoretical standards that serve as foundations of education– from behaviorism to constructivism, from subject-centeredness to student-centeredness. However, what is important is not just the mere memory and recall of these theories that I learned word for word. A lot of people can memorize, but only a few can practice those theories. In Bloom’s Taxonomy, ‘applications’ is in a higher level compared to ‘recall’. As teachers, we have to practice ‘higher order thinking skills’. The challenge to me as a teacher is how I will put this knowledge into practice. My spiritual dimensions as a beginning teacher are: first, to inspire students as I nurture them towards the path of learning; second, to integrate character education in my way of teaching. Combining these two dimensions gives me my philosophy of...
The Spiritual Dimension of Being a Beginning Teacher
It is the way they inspire a young boy or girl to pick up his or her book and have a renewed enthusiasm to learn. As how William Arthur Ward states it, a mediocre teacher merely tells what the subject is all about. This certain teacher does his/her job but she didn’t even scratch the surface. He/she did her job in a low quality level. A good teacher could explain the subject well – he/she could explain the subject matter well using just the right words. However, teaching is not merely a form of explaining a certain topic to the student. A superior teacher can demonstrate her lessons. This time, cognitive domain and psychomotor domain come together. However, an important domain is still missing. It is because only a great teacher could inspire and touch the hearts and minds of her students. This kind of teacher is rare and scarce nowadays. He/she usually does the ‘extra mile’, touching the hearts and minds of her students. Making his/her student instead of breaking them, lighting up their zeal and enthusiasm to learn and explore life. This kind of teacher utilizes the three domains of learning – cognitive domain, affective domain, and psychomotor domain. This kind of teacher could make an impact – a real difference in the lives of his/her students.
These are all parts of my spiritual formation and dimension as a beginning teacher, for which I have: reasons why or rationale about “why teach”; goals as a beginning teacher; and a philosophy of education including the politics of difference including a philosophy of diversity.
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However, the implementation of these National Education policies have to contend with the inequality issues prevalent within the social context of teaching and learning some of which are associated with an individual’s race/ethnic, social status and gender.
Such a person has a natural awareness superior to anything taught. But unless you're so blessed, study hard, and by means of instruction you'll understand” (Bodhidharma, 2011, pgh. 6). I. Introduction My spiritual dimension as a beginning teacher are: to have a sense of why I’m teaching; to have goals as a beginning teacher; and to have a nurturing philosophy of education (which includes being able to know the politics of difference within my student body’s population) combined in tandem with a solid philosophy of diversity.
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