I believe, as an educator, that learning should not be easy. Like everything that is worth doing, it should be challenging. By effectively scaffolding learning goals it is possible to provide students with small and large successes through these challenges — this can be done by designing activities that progress through a series of small manageable steps as opposed to one large task. Appropriate challenges act as a motivator to engage the student in life long learning.
I am passionate about developing curiosity within the classroom and because of this I have become an advocate for inquiry-based learning. Lab activities in science do not need to be front-loaded with information; in fact they can be used as a way to learn by doing. Instead of giving a detailed procedure, I ask a general question and have students investigate, using supplies available within the lab. This allows for more creative and critical thought earlier in the lab process, which leads to more insightful conclusions. Students should be motivated in discovering their own knowledge through inquiry, problem solving, and collaboration.
The perception of knowledge is different for every student. The individual decides the meaning of an idea. As a science teacher, I get excited about the weirdness of the world around me and I share this excitement with students every chance I get; however, I do not expect students to share the same excitements that I have. As educators, we can give importance to otherwise meaningless topics by facilitating a connection between the topic and something significant in the student’s life. By developing a relationship with the students and learning about their goals, this can be achieved. I develop a relationship of trust through community circles that allows me to keep in touch with my students and where their interests lie.
A custom in the Mi’kmaw culture is to honour those who have done good for their community. Students, just like any other human being, need to know that they matter. This idea is mirrored in the “you matter” movement. This movement operates on the principle that by recognizing a student’s good deeds and showing that you trust them to undertake a task on their own, you are telling them that they have an impact and that they matter in the larger scheme of things. If you ask a student for genius, you will receive it as long as you genuinely believe they can produce it. This mentality allows students to feel like they belong and gives them the confidence to undertake larger challenges.
The bottom line is that students need to know how to become good citizens. At the heart of this idea is being able to look objectively at the world and take action. This involves compiling knowledge from all academic disciplines and applying it towards constructive action. As Henry David Thoreau states in his essay on Civil Disobedience “but if it [government] is of such a nature that it requires you to be the agent of injustice to another, then I say, break the law.” The core of this statement is not to follow blindly, but to blaze a path that allows you to lead a life that is right and good. My experiences have shown me the importance of including community-based initiatives in making learning relevant and creating an attitude of global stewardship. This is how I hope to help create the next generation of positive and ethical leaders.
