PERSONAL LEARNING THEORY - AM

PERSONAL LEARNING THEORY

Alexis Mauricio Student #: 92717974 Course: ETEC 512 Section: 64D

PERSONAL LEARNING THEORY - AM

I remember that at one time during my practicum, after a very unsuccessful attempt at teaching students about forces and motion in Science, my faculty advisor wrote the following message at the bottom of my evaluation sheet: No one best way to teach exists; each teacher can teach differently and be equally effectiveor ineffective One part of me thought that she was just trying to make me feel better (or even pitied me, for that matter), as she did just witness an awful lesson. Another part of me thought that she was giving me timely advice, as I was desperately trying to mimic my sponsor teacher, which I later found out just does not easily happen when you are a pre-service teacher. Now, as I reflect on my personal learning theory, I realize how much I take those words written by my faculty advisor to heart. There is no one best way to teach that lies superior above the others. After completing the TPI, my dominant teaching perspective turned out to be developmental, although I could see how nurturing also fits with my pedagogy. I find that the developmental teaching perspective is consistent with constructivism, a theory I try to apply to my practice; I aim to provide authentic learning experiences so that students cam build on their prior knowledge to help them form new understandings. I believe that learning should be a process that is mainly facilitated, mediated, and modeled by the teacher (ONeill & McMahon, 2005). A teacher should provide a supportive learning environment where student autonomy, initiative, collaboration, inquiry, and ongoing dialogue are embraced and highly encouraged. Students ongoing development of ideas and their understanding of the world, along with continuing inquiry into significant content in real-world contexts should also be recognized; this will help to lead to enduring learning (ONeill & McMahon, 2005).

PERSONAL LEARNING THEORY - AM

One of my colleagues said it best when she said that an effective teacher needs to be a teacher of learning. I suppose my goal is to be a teacher of learning in the classroom where I try to help students understand how they learn best, particularly focusing on their strengths. A student has the ability to take ownership of his or learning, especially in the middle years of elementary school; he or she needs to fully understand the process of learning and how it is assessed in order to learn as effectively as possible. I find that this part of my pedagogy connects to the nurturing teaching perspective; if students are aware of their learning strengths (and challenges), then they can see that their achievement is a product of their own effort and ability, and that their learning efforts will be supported by everyone (Pratt, 2002). Moreover, I aim to help them understand the learning environments they may come across and how to respond to them and help them become learners who are able to purposefully reflect on their progress. Overall, I believe that the most important element is encouraging students to value learning as an essential, integral, and wonderful part of their everyday lives.

PERSONAL LEARNING THEORY - AM

REFERENCES ONeill, G. & McMahon, T. Student-centred learning: What does it mean for students and lecturers? Retrieved from: http://www.aishe.org/readings/2005-1/oneill-mcmahonTues_19th_Oct_SCL.html Pratt, D.D. (2002). Good teaching: One size fits all? In Jovita Gordon (Ed.), An Update on Teaching Theory. San Francisco: Jossey-Bass. Retrieved from:
http://www.teachingperspectives.com/PDF/goodteaching.pdf