Teaching Skills For Student Learning
Even the greatest classroom teacher does not teach the students in the class. No one has ever taught you anything. A faculty within you teaches you all that you learn. Here is a simple illustration of how it works.
How do you know to place a rug on the floor? Just having seen a rug on the floor may lead you to the realization. Or perhaps,
walking on the softness and warmth of a rug in winter, and upon the hardness and coldness of a bare floor in winter, led you to the realization that a rug and floor go nicely together for a particular purpose.
The most that anyone can do to further your education is to adeptly lead your inner self-teaching faculty. Only as your internal teaching faculty illumines the realization of a lesson in your conscious mind do you learn.
No Limits To Learning
The limits of this self-teaching faculty have yet to be disclosed by it. What new mysteries is it capable of unraveling to us? What profound lessons is this inner teaching faculty capable of teaching us? It has yet to teach this to us.
What it has taught us is that we can direct it at will to take us across the dark of abyss of ignorance and penetrate a mystery that we choose to unravel. Whether the lesson we seek is how to land safely on the moon or how to cook a previously unttried meal, for all we know our self-teaching faculty be able to teach us how to accomplish any objective that we choose.
The Skillful Teacher
The skillful teacher, then, is an effective leader of the student's inner teacher.
The external teacher consciously and delicately relates with the student’s internal self-teaching faculty, leading it through dialogue or physical experience toward the "moment of ripeness" when the inner teaching faculty is ready to blossom forth a new advancement in the student's self-education.
The effective teacher in the classroom partners with the student's internal teacher to accelerate and direct the student’s learning process.
But the student must feel interested to cooperate, for without the cooperation of the student, no learning takes place.
Obtaining Student Cooperation
So an initial responsibility of the classroom teacher is to arouse the student’s interest in learning the lesson, for it is the student’s interest that motivates the student to pay a sufficient amount of investigative attention to the subject matter for the student’s inner teaching faculty to do its work.
The student’s deliberate effort to investigate engages the "engine” of his inner teaching faculty.
To arouse the student’s interest in learning a particular subject, the skillful teacher closely observes the student during the presentation of the lesson. The teacher is looking for non-verbal signs of the student’s wonderment. The teacher is “tuned in” to intuitively sense the feeling of interested attention emanating from the student.
The signs of the student’s interest or disinterest and the teacher’s intuitive sense of how the student feels guides the skillful teacher in how to present the lesson.
The teacher who merely presents a lesson in a rote manner, making it the sole responsibility of the student to connect with it, achieves a far lower level of success than does the teacher who works in conscious partnership with the student’s internal teacher.
The Self-Disciplined Learner
The most responsible and successful students have mastered the mechanism of their inner teaching faculty. They require far less assistance from the teacher in the classroom to fully engage the teacher within themselves than do less mentally disciplined students.
The more self-disciplined and intentional learner actively works at “getting it”, deliberately engages her self-teaching faculty at full force.
But there is a limit to how much one can “push” this inner teaching faculty to teach the student. There is a natural, organic pace and rhythm demonstrated by the student’s inner teacher. Feelings of stress and pressure inhibit its work and in the extreme will block it altogether.
The Self-Taught Teacher
So the skillful school teacher works consciously with the student’s threshold of pressure, sensing just how much the student can take before the pressure works counter to the objective.
Impatiently pushing a student to the point that the student experiences anxiety and stress only slows down or altogether thwarts the student’s capacity to teach herself.
Ultimately, to be a skillful teacher, one first must learn how to work with the student’s inner teacher. The teacher’s inner teaching faculty must reveal to the teacher how best to work with a particular student to optimally facilitate the highest performance of the student’s inner teaching faculty.
By paying close attention to the student while attempting to lead the student’s inner teaching faculty, the teacher learns how best to lead, the student follows the lesson as best he can, and the student's inner teacher delivers the lesson as accurately and as quickly as possible.
Uplift your school faculty with a motivating professional development keynote that helps with teacher team building, stress reduction, and improved classroom performance. Help your teachers feel inspired about the great purpose they serve. Call 404-297-4043 or email Bob Lancer to learn more and to schedule an inspiring speaker event for your school or district.