1. Build with creativity and commitment, the theoretical framework base its educational practice.
Even if you think that anyone with a little willingness and natural talent can teach, know that you are facing a challenge that you require reflection, research, study. Indeed, it is essential to begin by reflecting on the nature of the complex processes of teaching and learning. To do this, contact lock different positions from neurobiology, psychology, sociology, history, economics and other disciplines thematize the complexity of education. Feel free to explore, analyze, criticize, judge. Try to build a theoretical framework that allows you to explain yourself and then communicate to others what you mean by learning, knowledge, education, education.
Remember that the possible explanations for a sector of the social world-as is the teaching practices-are always historically situated, open, flexible, precise culturalidades anchored. Despite which, do not deprive yourself from taking a position: away from dogma, but with strong convictions, do a better job if you understand what, why, for whom, against whom, for whom, why post performed.
Two. Assume the ethical-political dimension of teaching practice.
Can you believe that is embracing a profession ideologically neutral, whose sole responsibility is the transmission of relevant knowledge within a culture. It can even deemed that the classroom is a sterile enclosure within which the positions of the agents involved are suspended depending on the conditions necessary to ensure the acquisition of serious and well-founded knowledge.
However, all knowledge-as-cultural product is necessarily biased: a matrix embedded in socio-economic-specific policy that has worked and determined, struggles emerge as a result of interest, unequal access to resources funding commitments to institutions certain social. And the knowledge that occurs in schools, universities and academies of various kinds no exception.
You will soon discover that neutrality is impossible when it assumes a role in education: see that the institution you work promotes circulation of certain knowledge and mutes the emergence of other, understand that you yourself must take sides about what content to teach and how to teach them, be amazed at the plethora of worlds that coexist in their classes, with the knowledge that students have learned to play their lives and, in conflict and communion normativizarán populate the discourse and behavior.
Anyway, eventually discovering that being an educator is to operate within the scope of training liberties who long argued, narrated, biographies and history made. These freedoms in the training process are located in a natural context and particular social, within which project should make their claim in touch with their peers. The decisions taken on the basis of operating on such a context involving politically directed intervention: dialogue, negotiation, consensus, fight. These freedoms-like values taken hers regulators conduct the review, the confirmed, transgress. You see, morality and the political nature therefore are inescapable dimensions pedagogical interactions and novel institucionales.profesor
Three. Know anticipate and organize to improvise.
The task that faces you will require a high degree of capacity planning, forecasting, organizing, structuring. Although, as you understand, flexibility and improvisation skills are essential for success in teaching, they do not operate on a vacuum, but on a well-established horizon of expectations. So I suggest you:
After a few weeks of diagnosis during which you will have the opportunity to meet the students I work, their previous knowledge, their interests, their hopes, their frustrations, you will have to trace the outlines of the training path that will invite travel. Programming that made not merely a bureaucratic act, empty utterances made in order to please authorities. Rather, it is your chance to explain yourself in front of the community and what kind of learning experiences thought to take place in their classes. With seriousness and commitment, think and write a project that includes all relevant information (rationale, aims, objectives, content, bibliography, methodological strategies, evaluation system, etc..) Note that the internal consistency of the different components of its programming is a prerequisite for consistent practice. Anticipate that there will be no magic powers to order what you can not order nor to tune into contradictions that you have not managed to take and work.
Never go to class without taking the time to think about what goals, objectives, content, activities, resources and materials will be used. Instrumente the necessary means to ensure that the materials and resources you need to develop your class will be at your fingertips and available to students
Try to design and implement classes in which initial segments or presentation, development and reviewing and closing are properly planned, executed and reported. Attention and memory are conditions of the possibility of any meaningful learning. The order – not monolithic, but structuring and flexible-you know give their classes will be invaluable in helping their students to have the opportunity to exercise their abilities to pay attention and store information in memory.
April. Be a professional desiring and motivator want to teach and engage in dialogue with the desire (or lack of desire) to learn from their students.
The students are not machines: are biographies in person. In addition to attention and memory, desire to learn need. While it is true that the flow of his own freedom, students are not passive subjects on which we can infuse motivational drives at will, there are our actions and attitudes that can, at least, or create the conditions of possibility for the development of the desire to learn or hinder it prevent, obstruct or inhibit it. I present only some of them:
As far as possible, use only teaches content and methodological strategies that interest and whose value and importance are safe. Our own positive attitude to what we teach and how we teach favors enthusiastic reviews from our students.
Do not teach any content, implement any methodological resource, use any material, suggest any literature or use any assessment instrument on which solvency, value, and relevance can not account front of his students. Maybe the adage “you’ll understand in the future” communicates some existential wisdom, but certainly hinders the desire to understand and commit this.
Know your students, expressing interest in their biographies and interests, understand and respect their own learning modalities, favors the development of their skills, make appropriate curricular adaptations. Remember that, even though the school has emerged as homogenizing and masificadora institution in the service of the reproduction of capital and on the basis of the dehumanization of the agents involved in the educational process, you can and, hopefully, should thinks so politicize their activity in the opposite direction. Besides which, the knowledge that students acquire about their utility will be invaluable for the planning and implementation of their classes.
Always make sure that the content that offers its students have the ability to be meaningful to them. Properly diagnose the type of prior knowledge necessary for new knowledge that can be incorporated into teaching cognitive structures of their students. Provide the necessary resources to build knowledge absent. Again, know the natural, cultural and social development of its students: such as Paulo Freire taught, reading the world precedes reading the word. No object of knowledge can be meaningful if it is experienced by learners as hopelessly alien to their expectations, needs, interests, experiences and practical experience.
Offer the possibility that their classes are an area in which the freedoms that are being formed to expand, are experienced, are interrelated. Do not always let their students. Reserve some areas of the class in which the individual voice and democratic negotiation are in charge to take action and execute them. Encourage autonomous decisions and bearing the consequences. Give yourself as a guide, as companion, as a consultant, as a collaborator, as incentive for freedom, but never take the role of jailer or guardian.
Encourage positive reinforcement, incentives. And try the term “punishment” is not part of their professional vocabulary. Facing transgressions undertake a lucid reading of the reasons therefor, intervene creatively, dialogue, collaboration formalize commitments, negotiate compensation and enhancement patterns.
Express high expectations regarding the ability to learn from their students. Convince yourself that each of his students develop learning strategies, in communion with the teaching strategies you use, allow you to build valuable knowledge. Whenever necessary, this conviction explicit to their students, not only at the level of words, but also in terms of the facts.
May. Learn how to design and implement appropriate methodological strategies for varied and different contents that should be taught and the particular needs of their students.
Insists Paulo Freire in Pedagogy of Autonomy to teach, contrary to what is usual in many educational institutions-not to transfer knowledge but to create the conditions for students to build. Now, “construct knowledge”, far from implying record and memorize mechanically the surface characteristics of the objects investigated, is recompose in its rationale.
A number of the classes that you and I have been exposed as students have been insensitive to posture as Freire. So it might be the case that his biography has made you consolidate student implicit theory that the teacher’s task runs in the preparation of detailed submissions through the communication is presented and students learn an object of pre -prepared and ready to be recorded and stored.
While it is true that the rationale and lucid made valuable contributions to the constructive activity of the students, is radically false that it constitutes the only methodological resource that you need to manage effectively. Indeed, learning much of the content that will be part of their programs is not properly favored by the exhibits and demand the use of other strategies. To which should be added that many students develop stronger learning if they are exposed to more active methodologies.
As far as methodology and classroom activities are concerned, there is no instruction manual and final finish. So you need to have rich and varied tools. There is a vast literature about methodological strategies and classroom resources. Consult it, examine it critically, try alternatives, lucidly decide which are appropriate for different contexts in which they work. Never use only the strategies that are convenient and easy to prepare. Rather, with seriousness and commitment to go for the concrete situations demand their classes. As far as possible, prioritizing active methodologies and indirect (ie, those in which the actions and experiences of the students themselves, interacting with the guidance and encouragement that you know provide, are the fundamental learning devices).
Student groups are heterogeneous and multifaceted. Assuming homogeneity in a class is one of the most lamentable hypocrisy of institutionalized education. Know, therefore, that each student presents rhythms and personal learning strategies and idiosyncratic. Do not be afraid of enabling students tackle different objects of knowledge through various methodological resources. For many, for example, their exposures could be useful invaluable. For others, the first-person inquiry could be a better alternative.