"Every new teaching discovery is a reminder." Why?

"Every new teaching discovery is a reminder." Why?

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Some of our beliefs about what we are trying to do as teachers, the principles born out of our shared experience:

Education is not at all a process of teaching and learning, it is a reminder.

Why so?

1. Students know how to learn. 

They have been learning and succeeding at new things their whole lives. Our job is to remind them of this simple and amazing fact.

It is in built mechanism of every living organisms. Unless our teaching coherent with those in built data, learner will not accept it.

It is nature's rule that every input information is processed and compare d with already existing information in creatures (both living and nonliving). As an example, fire burns...fire is to burn....fire is not aware of burning whom and not. Set it, it will burn. This is the order from the creator. It is similar in learning process too.  We can accept only things by which we made out it. The same is here. I m a physics teacher. My mind is made out of its principles, so I can match the data with already existing data with me. So I m interested in physics. Our interest field depends on what we have already in us. If not so, I cannot show my interest on it if you teach 1000 times. 

In similar view, I like this friend because of my content is, I found, in him. So going smoother relationship. As Swamiji said, education is nothing but bringing the best out of you which is already in you.

2. When students are learning something new, it is not our job to replace that process of discovery by telling them what and how to learn, but to make the process as smooth as possible.

3. Students learn best when they have a chance to see and hear HOW they are learning. When students are engaged in an activity, they are often wholly focused on completing the activity. Providing students with time to watch and listen to videos or recordings of themselves in the process of learning helps them to see how some of the things they do are effective and some are not.

4. Students who come to school are all motivated! If they really did not want to learn, they would find a way to avoid your class. So treat the students with the respect they deserve for wanting to learn.

5. True goals are internally generated. Regardless of suggestions we make as teachers about what kind of score we think a student should get, or what kind of language a student should be able to use, it is the students themselves who decide what they want to accomplish. We need to help students articulate and reach those internal goals.

6. Students have a rich and important life outside of our classrooms. 

When they make a decision to prioritize one aspect of their life over our classes, we should treat that decision with, at the very least, respect, and if possible help a student tie those other experiences to their learning goals.

7. Acquiring a language is a wholly personal endeavor. We might have 10 or 20 or 30 students in our classroom, but each of those students experiences class as an individual. Our job as teachers is to create an environment where there is enough emotional and cognitive room for each student to truly participate in their OWN class.