Session 3: Takeaways

It's interesting to note that although there are lost of tools available for teachers to assess their own classroom environment, there is a lack of it's actual usage amongst practitioners. Some reasons for not doing so include:

• Fear of knowing what is really happening
• Would like to know but have not been furnished with relevant information
• Have knowledge of known tools but have inadequate know-how of interpreting results

These can be slowly overcome by providing teachers with how these can be used for their own practice and with the background of noting the linkages between a positive classroom climate with positive academic achievement, it may help others to jump onto the bandwagon.

Of course an often (mis)quoted factor of not doing such studies is the lack of time. Teachers have to come to a point where they view the importance of their contribution within the class and by finding out their strengths and weaknesses, evaluate further and deeper so that there can be become even better practitioners.

Would I use any of the tools mentioned? Certainly worth a try for such knowledge will help to bridge the gap between the teacher's perception and the student's perception. It is in being open-minded that students will unwittingly become closer to the teacher that they evaluate if they can see that the teacher has been trying to change to fit their style of learning. For teachers must model a real desire to learn in order that students themselves have an example to follow. And what better way then to engage in a dialogue with them.

Take time to know them and also in the process to know oneself. For learning is not just about understanding a discipline or the subject matter; it is also about the discovery of our talents and our personality. It's about how we react in different ways to different situations. For assessment tools can provide statistically results that may make meaning for a dissertation but have no real impact on improvements to better oneself. Didactic teaching, student-centred learning, problem-based learning, case study learning... all are buzzwords that are created but no one pedagogy is able to provide everything that a child needs. A range of pedagogy must be adopted for students to learn as well as experience a part of the real world environment in a safe setting.

Know thyself and be ready to embrace change!

-- Dr Quek's Online Notes