The plethora of descriptors for both learning and teaching, approaches and conceptions, leaves me spinning in a sea of similarities. All the studies arrive at the same place. Approaches to teaching are a progression on a continuum. In this way, they are not unlike Maslow’s Hierarchy of Needs: as we develop sophistication in our thinking, learning and teaching, we move to self actualisation and perhaps societal change.
But what is my language of teaching? My philosophy? I am the culmination of my experiences, which means I must put learning first, as I was a learner first. My teaching is informed by my beliefs about learning. How I learn is how I teach and later I develop as a teacher to better serve a greater diversity of learners.
So let me declare myself as an achievement motivated learner, using achievement strategies. But I have built a method of actualising this by starting with embedding external surface concepts and moving to deep relational internal learning. It is not a discreet observation but a fluid state on the continuum. Different times, stages and scenarios call for different facets of my learning and teaching persona.
On a teaching perspectives inventory I am profiled as dominant Apprenticeship with recessive Transmission tendencies! Oh dear! But on reflection this is perhaps to be expected having spent the majority of my life in staff training, and workshops and seminars with adult and industry learners. It’s not a bad thing; to know what has to be known in theory, concept and process and ‘teach’ that in an applied scenario.
Teaching as leadership? Yes, and we all move forward together.
