TEACHER: AD­VO­CATE OF COL­LAB­O­RA­TION AND COM­MU­NI­CA­TION

Sun.Star Pampanga - - PERSPECTIVE! -

ROSE­MARIE S. BON­DOC

As a fa­cil­i­ta­tor of learn­ing, a teacher must pro­mote com­mu­ni­ca­tion and col­lab­o­ra­tion among stu­dents. He or She must ini­ti­ate ways in or­der that these 2 Cs in teach­ing-learn­ing episodes will pre­vail.

Stu­dents must be en­cour­aged to talk in class and share their thoughts about a par­tic­u­lar topic. As a Math teacher, I ask my stu­dents to solve a prob­lem or an equa­tion and ask them to dis­cuss how they have ar­rived at the right an­swer. I of­ten­times pose real-life sit­u­a­tions and ex­tract from them in­sights that may in­spire other stu­dents to see the beauty of math­e­mat­i­cal op­er­a­tions and il­lus­tra­tions. These tech­niques I uti­lize may en­cour­age deeper dis­cus­sions in the class­room in which the shar­ing will not only come from my mind but also from the minds of the stu­dents. These present teach­ing prac­tices open op­por­tu­ni­ties for stu­dents to com­mu­ni­cate what they learn thus, in­spire each other to im­prove their aca­demic per­for­mance.

An­other chal­lenge for teach­ers is to think of teach­ing prac­tices that en­cour­age stu­dents to put their tal­ents and ex­per­tise in a group work. But since I have started to be an ad­vo­cate of mul­ti­ple in­tel­li­gences, I think I have been able to come up with a teach­ing prac­tice that promotes col­lab­o­ra­tion. At times, I ask my stu­dents to be in their re­spec­tive in­tel­li­gence. Then, a par­tic­u­lar prob­lem is given to each group. The mem­bers of the group through the fa­cil­i­ta­tion of the leader will work on the as­signed prob­lem. As they present their work, they will ap­ply their in­tel­li­gence. For in­stance, the mu­sic group will sing the so­lu­tion in class us­ing a spe­cific tune. The lin­guis­tic group will make a short skit in­cor­po­rat­ing the way they solve the prob­lem. The vis­ual group may write their so­lu­tions on a mas­ter­piece. In this man­ner, stu­dents can work to­gether to per­form a task.

With the afore­men­tioned sce­nar­ios in the class­room, I could say that my role as a fa­cil­i­ta­tor of learn­ing is very sig­nif­i­cant. This role could suc­cess­fully be car­ried out as I per­form as an ad­vo­cate of col­lab­o­ra­tion and com­mu­ni­ca­tion. The learn­ing that takes place in the four walls of the teach­ing space re­ally depends on how a teacher plays his or her char­ac­ter.

--oOo—

The au­thor is Teacher III at Pam­panga High School

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