In my experience as a teacher I have become aware that many students frequently view their educational career as a performance for teachers, parents, and peers. Many students are very complacent and do what they are told. They write papers, read assignments, and do projects to satisfy the teacher. In my opinion, they seldom invest in their learning for learning’s sake. I often question how we as educators can help students think of themselves as lifelong learners. When and how do we assist students in moving from their passive roles as receivers of information to enthuisiastic seekers of new knowledge?
As an educator, I consider one of my roles to be a facilitator of learning. I want to inspire students to think critically, explore new ideas, and question their world and surroundings. As a facilitator, I often attempt to create cognitive dissonance. Too often, students become comfortable with what they know and believe. By accepting some degree of uncertainty we all grow emotionally and intellectually.
I continually try to provide opportunities and challenges for students to have experiences related to their role as future educators. A method that I have found to be extremely successful with students is to “live” the part of a teacher. I enact a variety of teaching personae in an attempt to challenge my students to question their beliefs and values based on their past experiences.
My strongest belief is that classes should be “learner-centered.” In my opinion, students must be empowered to have freedom and control over their learning. I also believe one of the first steps to becoming a good teacher is to understand the “why and how” of one's own learning. If one has never experienced “owning his/her own learning”, the person is left with only the idea of seeking the tricks, recipes, and formulas used by others.