This write-up discusses distinguishing attributes of a "Teacher-Dictator" (aka Traditional "Old School" Style Teacher) – as compared to those of a "Teacher-Educator". I also explain why (among other things) a person involved in teaching in today’s world needs to be challenged, to exhibit more "Teacher-Educator" traits. This latter style empower learners to apply what they learn via formal schooling.to productive purposes in their personal lives and the larger society.
(Published Online: 20th July 2007)
Preamble
I am strongly convinced that every parent needs to emphasize – for their kids – acquisition of knowledge/skills, alongside academic ability. Doing so will enhance the child’s ability to succeed in the real world.
In previous years, traditional educational institutions (mainly geared towards feeding industries with employees), had teachers concentrate on "moulding" learners to meet employers’ requirements. Teaching methods were generally rigid and rote learning was emphasized – with dire consequences for learners who did not have the "stomach" for it.
One notable example which proved the inefficacy of that approach was Albert Einstein. His failure to learn competently via memorization made teachers call him "dull-witted". How ironic – in retrospect – considering that today, the same person is regarded as one of the greatest minds that ever lived!
Incidentally, Einstein himself did have a few things to say about the "Old School" teaching method. Reports have it that once, when asked the question “What is the speed of sound?” by a reporter, Einstein replied: “I don’t know. I don’t carry information in my mind that is readily available in books”.
That answer, in my opinion, effectively makes the case for exploration/use of other learning methods outside rote memorization etc.
Some Of Today’s Teachers Still Use "Old School" Methods
Thankfully, over the years educationists gradually realized that the instincts of learners needed to be allowed to play a more influential/leading role in the learning process. Schools consequently adopted new approaches (like Montessori etc), which allowed children the freedom to explore and learn by discovery, experimentation through play etc. This change in approach has generally resulted in longer lasting and qualitative learning experiences.
However, despite all the progress that has been made, some (presumably) modern day teachers continue to employ obsolete and inefficient teaching methods from the past. In the process, their learners are being short-changed on a daily basis.
The difference between old, traditional methods and the modern approaches being advocated has to do mainly with the style of teaching employed by the teacher. To put it another way, the type of teacher determines the type of teaching/learning situation that is created.
Differentiating Between A "Teacher-Educator" And A "Teacher-Dictator"
In my assessment, the foregoing make it important to identify the characteristics of the two main types of "teachers’" I have referred to. That will guide parents and even teachers to ensure the right teaching behaviour is employed at all times. It will ultimately help to create the right learning situation, thereby producing the desired learning output.
Below, I offer bullet point descriptions of what I consider distinguishing attributes of the "Teacher-Dictator" (or Traditional Old School Style Teacher). Each of those attributes is then compared to those of the modern teacher who I like to call a "Teacher-Educator".
Important: Please note that even though I have used these two broad categories/groupings of teacher "types", in real-life there will be cases of individuals who exhibit traits from both sides of the divide. What is essential is that a person involved in teaching in today’s world be encouraged, to strive to exhibit more "Teacher-Educator" traits. Doing so, has greater potential to empower learners to derive life-long benefits from their formal learning experiences.
| The "Old School" Style "Teacher-Dictator" | The 21st Century "Teacher-Educator" |
| 1. Very often TELLS (but seldom SHOWS practically) the learner how to do something. | 1. Frequently helps the learner to "Learn By Discovery" (guiding by example as necessary). Encourages use of natural learning instincts. |
| 2. Is often more concerned about presenting him/herself as the final authority/source of knowledge to the learners. | 2. Typically offers him/herself as a guide/coach/mentor who will point out possible directions for the learner to follow on the path to self-discovery. |
| 3. Frequently inadvertently makes (or wants!) leaner to remain dependent on him/her. | 3. Will be “popular” for empowering learners to be independent in thinking/actions from him/her. |
| 4. Sometimes recycles teaching aids/materials used, to the point that learners sometimes correctly predict likely “content” to be delivered. | 4. Continually exploring new areas of thinking/development as they occur, with a view to discovering better ways to achieve the results desired by his/her learners. There’s always something new/refreshing to learn from him/her. |
| 5. Not inclined towards formal self-development efforts to improve his/her competence. Often feels what s/he already knows will always be more than enough for the learners. | 5. Vigorously pursues Self-Development opportunities to acquire new/useful additional KAS (i.e. Knowledge, Attitudes & Skills) to deliver better value to learners. |
| 6. Often more concerned about being part of a teacher-group, and expressing similar ideas to its members. | 6. Values his/her independence in deciding what to do to help the learners – even as s/he abides by set rules/seeks input from colleagues to improve quality of learning delivered. Places emphasis on freedom to express his/her own ideas/convictions, and pursue them. |
| 7. Often not comfortable with learners who demonstrate keen desire to explore beyond what s/he has taught or is prepared to teach. | 7. Derives great satisfaction from seeing learners demonstrate improved competence based on “discovered” learning achieved via self-directed efforts in their spare time. |
| 8. Tends to emphasis theoretical concepts and classroom based situations. Spares little thought for showing learners how the what they learn can be usefully applied in the real world. | 8. Keen to make learning real-world relevant. Helps learners relate knowledge acquired to its application in the real world (E.g. What can we use an understanding of compound interest for in life? How does the nitrogen cycle sustain aquatic life?). This way, learners are better prepared to apply their knowledge PROFITABLY to productive purposes in life. |
| 9. Generally believes that his/her job ends in the classroom and that whatever the learners do outside of it is unlikely to require his/her attention or action. | 9. Demonstrates passion for “educating” others around (colleagues, parents etc) about how they can contribute to improving the learning experience for his/her pupils/students etc. |
| 10. Products(learners) turned out often display undue penchant for “rote” learning, with seeming aversion for independent self-expression, and creative thinking. | 10. Products(learners) turned out tend to be creative, and independent-minded thinkers – often expressing original ideas with passion, and pursuing self-improvement with enthusiasm. |
Summary
Decision makers in educational institutions – especially those engaged in provision of early education for young children – must ensure their teachers employ the "Teacher-Educator" style as frequently as possible, if not at all times. The benefits (outlined above) accruable to the children, and the school itself (in terms of quality of learning performances the kids deliver ) strongly suggest there is wisdom in doing this.
Parents will also want to regularly discuss "school/class work" with their kids. They could even interact with their kids’ teachers to get a feel for the teaching style favoured by the latter. If necessary, they could then gently request needed modifications in the teacher’s approach. Or they could work with the kids back at home to make up for any shortcomings they identify.
Learning experiences should be made as pleasurable/rewarding as possible for our kids. When they find joy in learning, their desire to continually seek new learning as they grow into adulthood will never diminish. As a result, they will be able to develop their full potential over time to the ultimate benefit of the larger society.
FINAL WORDS: It goes without saying that all I have advocated in this write-up is my personal opinion. You would therefore be well advised to seek the counsel of competent persons in deciding what line of action to pursue. Having said that, let me add that I practise what I have preached above, with my own kids. And I have useful results to show for it.
Summary
Decision makers in educational institutions – especially those engaged in provision of early education for young children – must ensure their teachers employ the "Teacher-Educator" style as frequently as possible, if not at all times. The benefits (outlined above) accruable to the children, and the school itself (in terms of quality of learning performances the kids deliver ) strongly suggest there is wisdom in doing this.
Parents will also want to regularly discuss "school/class work" with their kids. They could even interact with their kids’ teachers to get a feel for the teaching style favoured by the latter. If necessary, they could then gently request needed modifications in the teacher’s approach. Or they could work with the kids back at home to make up for any shortcomings they identify.
Learning experiences should be made as pleasurable/rewarding as possible for our kids. When they find joy in learning, their desire to continually seek new learning as they grow into adulthood will never diminish. As a result, they will be able to develop their full potential over time to the ultimate benefit of the larger society.
FINAL WORDS: It goes without saying that all I have advocated in this write-up is my personal opinion. You would therefore be well advised to seek the counsel of competent persons in deciding what line of action to pursue. Having said that, let me add that I practise what I have preached above, with my own kids. And I have useful results to show for it.
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