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Reflections of a poor devil (3: some initial ideas)

by PerCLupi Thu Jun 26th, 2008 at 07:37:00 AM EST

3. Ha quedado ya demostrado que este escritor es un pobre diablo, y sería el momento de empezar a exponer algunas reflexiones sobre su experiencia docente.3. It has already been shown that this writer is a poor devil, and it is time to begin to expose some thoughts about his teaching experience.

Fold placed here & edited by DoDo


No sé cómo comenzar. Me interesa mucho la explicación que una alumna me ha dicho que me mandará: la perspectiva de mis alumnos sería muy esclarecedora, dado que la forma de comportarme en mi quehacer no fue nunca resultado de un planteamiento consciente y programado. Me interesa contrastar mis impresiones con las de mis alumnos. Yo creo que ciertas cosas son válidas y mi experiencia y las impresiones de mis alumnos lo demuestran así. Pero hay muchas voces que claman por una "modernización" en la enseñanza, y algunas propuestas no tienen nada que ver con esa experiencia nuestra. Por eso me importa mucho conocer el punto de vista de mis "modernos" alumnos.I do not know how to get started. I am very interested in the explanation that a student told me that she will send me: the prospect of my students would be very enlightening, because my forms of behaviour in my work was never a result of a conscious and planned approach. I'm interested in contrasting my views with those of my students. I think that certain things are valid and my experience and impressions of my students show that this is the case. But there are many voices calling for a "modernization" in education, and some proposals have nothing to do with this experience of ours. So I'm quite interested in knowing the standpoint of my "modern" students.
Lo primero que me viene a la mente es que mis propios alumnos, especialmente mis "malos" alumnos, me enseñaron a ser un buen profesor. Y también mis compañeros, a los que explicaba muchísimas veces lo mismo que yo estaba estudiando. Esto estaría de acuerdo con el moderno principio didáctico de "aprender de los iguales". Pero -aparte de que ese principio es tan viejo como el mundo- yo no estoy de acuerdo con las bases que sustentan muchos modernos pedagogos que establecen este principio como un hallazgo moderno. El saber sistemático se rechaza demasiado sistemáticamente, para mi gusto. Tengo la impresión de que los “modernos” principios pedagógicos y las “modernas prácticas docentes” entienden los medios como el auténtico fin, en vez de consideralos un camino para conseguir el objetivo del saber. Pero, a mi juicio, la eficaz didáctica exige el profundo y adecuado conocimiento de la materia que se explica. Y, a partir de ahí, seguir un modo de explicación basado en la idea de que el proceso de aprendizaje se fundamenta más en ser capaz de hacerse las preguntas pertinentes y buscar las respuestas, que en responder de memoria las informaciones adquiridas sin saber por qué ni para qué. Mi experiencia en este sentido es amplia y concluyente, apoyada por resultados incontrovertibles. Porque hay una cosa muy clara: cuando un alumno empieza a no entender algo, desde ese momento está perdido y se desconecta de la marcha de la clase. Y mi modo de recuperarlos fue siempre ayudarles a que se hicieran las preguntas adecuadas, no el repetirles más lentamente la información explicada ya. Y ello hay que hacerlo con muchísima paciencia (la paciencia es una de las cualidades fundamentales del profesor) y (siempre, pero especialmente en clases no individuales) con máximo respeto hacia los alumnos necesitados de explicación: hay que hacerles ver que saben más de lo que creen y que simplemente no se hacen las preguntas adecuadas. Con demasiada frecuencia ciertos profesores ridiculizan a los alumnos calificándolos de “tontos”, y, a mi juicio, este comportamiento, por sí mismo, invalida a una persona para enseñar. Además, cuando un alumno o una alumna piden explicación, exponerles directamente la solución de su problema no sirve: esto no los faculta para saber por sí mismos; hay que hacerles ver “cómo se procede”, para que puedan ellos solos actuar en lo sucesivo, para hacerlos poco a poco autónomos en el proceso de su propio apendizaje, pues la solución directa no los capacita para eso. Recuerdo experiencias entrañables a este respecto.The first thing that comes to my mind is that my own students, especially my "bad" pupils, taught me to be a good teacher. And also my fellow classmates, who I explained many times the same that I was studying. This would agree with the modern educational principle of "learning from their peers." But -apart from that principle is as old as the world- I do not agree with the basis that is used by many modern educators who establish this principle as a modern discovery. The systematic knowledge is rejected too systematically by them, for my taste. I have the impression that "modern" pedagogical principles and "modern teaching practices" understand the procedures as the true purpose, rather than being seen as a way to achieve the goal of knowledge. But, in my view, effective teaching requires thorough and proper understanding of matter that is explained. And from there, following a way of explanation based on the idea that the learning process is founded more on being able to take the relevant questions and seek answers, that on responding by memory the information acquired without knowing why or for what. My experience in this respect is comprehensive and conclusive, backed by incontrovertible results. Because one thing is very clear: when a student starts to not understand something, since that time is lost and disconnected from the march of the class. And my way of recovering them was always helping them to make the right questions themselves, and not saying again more slowly the information which had already been explained. And this must be done with a lot of patience (patience is one of the fundamental qualities of the teacher) and (always, but especially in not individual classes) with maximum respect for students in need of explanation: we must make them to see that they know more than what they believe and that they simply are not asking the right questions. Some teachers too often ridicule the students, as "stupid", and, in my opinion, this behavior by itself invalidate a person to teach. In addition, when students asked explanation, tell them directly the information about their doubts it uses very little: this does not give them the power to know by themselves; we must make them to see "how it comes", so they can act alone in the future and they become gradually autonomous in the process of their own learning, because the direct solution does not trains them for that. I remember cherished experiences in this regard.
En resumen, aprender de los alumnos; partir del profundo conocimiento sistemático de la materia que se explica, para saber qué es lo pertinente; no entender los medios como una finalidad, la cual debe ser siempre el saber; considerar el aprendizaje como un proceso en el que el alumno debe saber qué preguntas hacerse y cómo hacérselas; no dejar que los alumnos se pierdan a partir del momento en que dejan de entender; máxima paciencia y exquisito respeto a la persona; y, en definitiva, tener como objetivo el que los alumnos vayan siendo autónomos en el proceso de su propio aprendizaje. Estos son algunos principios que me vienen de pronto a la mente, a partir de mi experiencia en distintos niveles educativos y en distintas materias.In short, learning from students; beginnig from systematic deep understanding of matter that is explained, to establish what is relevant; not understanding instruments as an end in themselves, since the aim must always be knowledge; to consider learning as a process in which the student must know what questions must be made to and by himself and how he have to do it; do not let the students are lost from the time they leave to understand; utmost patience and exquisite respect for the person, and, ultimately, to be set targets for pupils are being gradually autonomous in the process of their own learning. Here are some principles that suddenly come to my mind, from my experience in different educational levels and in various fields.
Pero, antes de desarrollar ninguna idea extraída de mi trabajo, debo exponer mi variada y compleja experiencia, sobre todo para que se comprenda lo que vaya diciendo.But, before developing any idea drawn from my work, I must state my varied and complex experience, especially to understand what I'll go saying.

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For my English so poor, aid is always welcome. There is no need to ask permission.
by PerCLupi on Thu Jun 26th, 2008 at 10:34:40 AM EST
European Tribune - Reflections of a poor devil (3)
And my way of recovering them was always helping them to make the right questions themselves,

I agree with you. I learned that finding the right question is more important than having the right answer. If you have the right question the learning will take place. :-)

by Fran on Fri Jun 27th, 2008 at 11:31:29 AM EST
Thank you, Dodo. My knowledge of HTML and of editing here problems are extremely rare. I am practicing.

I think I'm giving too much work to ETers (afew, yourself...), in relation to something which I was seeming lack of interest.

:-D

by PerCLupi on Mon Jun 30th, 2008 at 05:06:11 PM EST
Those basic principles are what makes or breaks an education in many cases, including mine.  I went from flunking to honors, when my input was allowed.

  1. Mutual respect that includes awe for the mutual teaching and learning.

  2. Passion for the subject.

It´s also a great lesson for parenting and I still feel my son is my best teacher, even though he won´t realize it until he becomes a parent.

Our knowledge has surpassed our wisdom. -Charu Saxena.
by metavision on Thu Jul 3rd, 2008 at 11:04:05 AM EST


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