Lack Of Familiarity Between Teachers And Students - amazonia.fiocruz.br

Lack Of Familiarity Between Teachers And Students Video

Understanding why teachers struggle to engage with students - Remote teaching diaries Lack Of Familiarity Between Teachers And Students

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Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly, as they reflect different social, political, and cultural contexts. Pedagogy is often described as the act of teaching. Conventional western pedagogies view the teacher as knowledge holder and student as the recipient of knowledge described by Paulo Freire as "banking methods" [5] , but theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator. Instructive strategies are governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic method. In the Western world, pedagogy is associated with the Greek tradition of philosophical dialogue, particularly the Socratic method of inquiry. Socrates — BCE employed the Socratic method while engaging with a student or peer. This style does not impart knowledge, but rather tries to strengthen the logic of the student by revealing the conclusions of the statement of the student as erroneous or supported. The instructor in this learning environment recognizes the learners' need to think for themselves to facilitate their ability to think about problems and issues.

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Already Have an Account? Read the passage and answer the Teacchers based on it. To teach is to create a space in which obedience to truth is practiced. Space may sound a vague, poetic metaphor until we realize that it describes experiences of everyday life. We know what it means to be in a green and open field; we know what it means to be on a crowded rush hour bus. These experiences of physical space have parallels in our relations with others. On our jobs we know what it is to be pressed and crowded, our working space diminished by the urgency of deadlines and competitiveness of colleagues.

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But then there are times when deadlines disappear and colleagues cooperate, when everyone has a space to move, invent and produce with energy and enthusiasm. With family and friends, we know how it feels to have The About American Citizen demands https://amazonia.fiocruz.br/scdp/blog/purdue-owl-research-paper/corruption-of-power-in-arthur-millers-the.php upon us, to be boxed in by the expectations of those nearest to us.

But then there are times when we feel accepted for who we are or forgiven for who Lack Of Familiarity Between Teachers And Students are nottimes when a spouse or a child or a friend gives us the space, both to be and to become. Similar experiences of crowding and space are found in education. To sit in a class where the teacher stuffs our minds Lack Of Familiarity Between Teachers And Students information, organizes it with finality, insists on having the answers while being utterly uninterested in our views, and focus us into a grim competition for grades - to sit in such a class is to experience a lack of space for learning.

But to study with a teacher, who not only speaks but also listens, who not only answers but asks questions and welcomes our insights, who provides information and theories that do not close doors but open new ones, who encourages students to help each other learn - to study with such a teacher is to know the power of a learning space. A learning space has three essential dimensions: openness, boundaries and an air of hospitality. To create open learning space is to remove the impediments to learning that we find around and within us; we often create them ourselves to evade the challenge of truth and transformation.

One source of such impediments is our fear of appearing ignorant to others or to ourselves. The oneness of a space is created by the firmness of its boundaries.

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A learning space cannot extend indefinitely; if Fami,iarity did, it would not be a structure for learning but an invitation for confusion and chaos. When space boundaries are violated, the quality of space suffers. The teacher who wants to create an open learning space must define and defend its boundaries with care. Because the pursuit of truth can be painful and discomforting, the learning space must be hospitable. Hospitable means receiving each other, our struggles, our new-born ideas with openness and care.

It means creating an ethos in which the community of truth can form and the pain of its transformation be borne.

A learning space needs to be hospitable not to make learning painless, but to make painful things possible, things without which no learning can occur, things like exposing ignorance, testing tentative hypotheses, challenging false or partial information, and mutual criticism of thought.]