Learners to the Front

Keeping learners at the forefront of what we do as teachers is so important.  One of the concepts that resonated with me is the idea that learners come to learning spaces in all different kinds of mind-sets, backgrounds, prior knowledge, expectations, worries, hopes, and dreams.  Along with just about every other emotion in between.  

Understanding the image that learners have of themselves as capable or not can help a teacher use tools to support the learning.  If as a teacher, I can find ways to assure learners that they are in the right place and that success can be possible for everyone, I can go along way to supporting learner belief in themselves.  Brookfield observes that “[learners may have] suffered persistent sarcasm, systematic humiliation, and peer ridicule for their apparent lack of intelligence or commitment” (p. 219).

Man standing in front of learners

What if, as teacher, I commit to starting out my courses and learning activities with a clear declaration that this course is for everyone?  What if that starts from the very beginning of planning, even before a syllabus is crafted? If I can design a course or lesson that is fully accessible to learners and considers their unique needs, then I am holding true to being a teacher who is truly committed to helping others to learn.  To help them shine.

Keep shining!

References:

Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (Third edition). Jossey-Bass.