I can still clearly remember the day when I first taught inside a classroom (formally, that is). As a theology/religion teacher in our church, we do not volunteer, we are called to do the work based on some characteristics and skills that the church leaders deem necessary.
It was 2011 and the teachers did not depend much on the church website or apps back then. All we needed was our teacher’s manual and we’re good.
Fast forward to today. Our students have access to LDS.org wherein they can have their own account. They also have their electronic student manuals (though they can also request for a hardcopy anytime).
As teachers, we also have our own platform where we can upload our students’ achievements for them and their parents to peruse.
Now what do all these changes mean to the learners and us as teachers?
As our reading in Theories of Learning and Teaching taught us, we are moving from “passive absorption of information” to a more engaging setup. Learners are no longer just individuals but collaborative students.
Much has also changed with regard to knowledge benchmarks. Instead of just knowing the what, learners and teachers now dig for facts, central ideas, concepts, and they are even encouraged to present arguments.
Learners don’t just bury their heads in books anymore. They know that they have to apply what they read about because knowing is doing.
I also fortified a fact that I have known for quite a while. Before, I would just call it being friends to my students. By being friends, I got to know who they really are at home, at school and at work.
With our readings, I realized that the learner differences can also be considered as resources.
With our more democratic classrooms, it was inevitable to have students from all walks of life with all sorts of characteristics and skills. I loved the way our Resource #1 pointed out this reality as it said, the days when lawyer dads had lawyer kids are long gone.
In contemporary classrooms, we do not just see the presence of technology but also of students who take part in creating ideas themselves. Learning is now more customized than ever before; and with the help of technology, learning has surely improved.
These changes are now being experienced globally, thank goodness. The educational system in our country has followed suit, with curricula putting more emphasis on technology and collaborative work.
Our country’s educational system is far from perfect but it has taken the leap to adapt along with other nations throughout the globe.
As a teacher, I have high expectations. And you know what they say when you have sky-high expectations that you will see better outcomes.
With technology in one hand, and a willingness to grow as a teacher in the other, I know that I can teach like a real champion.