1-1 Activity 1

From very early in life, as far back as I can remember, I wanted to be a teacher.  I learnt to read very early and I ‘devoured books’. Reading was my greatest pleasure. However, when I actually began my teaching career, I was appalled at the fact that there were so many children who were unable to read. This was so astounding to me because of the fact that I cannot remember the time when I could not read. Not only that, I wondered how I would be able to get these children learning.

In addition, not having any prior training before I entered the classroom, I did not know any other way to teach than how I was taught, so that’s exactly what I did. At that time, I was of the view that students were ‘vessels’ waiting to have knowledge poured into them by the teacher. I was also very fearful as to whether or not I would be able to accomplish the task of getting my students to learn to read as well as all the things that I had to teach them. The curriculum as well, was very vague and some of the topics were so limited and foreign to me that I actually had to research them. I can well recall a Social Studies topic about the Kon-Tiki expedition (whatever that is.)

My shift to the new paradigm of teaching and learning began when I became a student of the local teachers' training college. It was then that theories of learning were brought to my attention which awakened me to the realization that children are responsible for their own learning and the teacher is more a guide and facilitator to help the children to build on the knowledge which they already possess. I also began to learn the value of collaboration in the teaching learning process and how teachers can better help their students when they use ideas gleaned from colleagues, in addition to their own.