5313- Learning Revolution

Educators play a significant role in teaching students and contributing to their success in learning development. Based on this idea, I focus on promoting mastery of the content, autonomy, and purpose in students’ learning environments. Autonomy describes the capacity to detach, embark on critical reflection, make decisions, and act independently (Almusharraf, 2020). The idea of replacing the carrot and the stick with autonomy makes it possible to ensure that teaching is geared toward helping students know how to instead of what to learn, which contributes to their independence. However, it is teachers’ responsibility to understand learners’ autonomy (Admiraal et al., 2019). Autonomous students find it easier to apply any knowledge they have acquired in out-of-class settings.

In addition, the promotion of mastery is significant to the learning environment. The need to enhance students’ ability to master the content implies that teaching supports their understanding of the curriculum instead of cramming, which can only help them pass their exams. This is achieved using the mastery learning strategy (Arhin & Opoku, 2020). Therefore, teaching is only conducted when they can demonstrate clearly that they have understood and can use what they have been taught to find solutions.

Educators should remember at all times that their cardinal responsibility is to prepare learners who will work on their own after they graduate. Values, principles, and skills they require to do this should be imparted during their school life. Teaching strategies determine whether teachers will carry out their responsibilities successfully.

My philosophy is premised on the fact that learning is sequential and linear. I have been influenced to adopt strategies that facilitate step-by-step learning. This involves reading a text, reflecting on it, and applying the acquired knowledge. I also believe that other people can influence how I learn. This implies that social learning theory informs my choice of strategies to maximize knowledge acquisition.

References

Admiraal, W., Nieuwenhuis, G., Kooij, Y., Dijkstra, T., & Cloosterman, I. (2019). Perceived autonomy support in primary education in the Netherlands: Differences between teachers and their students. World Journal of Education, 9(4), 1-12. Doi:10.5430/wje.v9n4p1

Almusharraf, N. (2020). Teachers’ perspectives on promoting learner autonomy for vocabulary development: A case study. Cogent Education, 7(1), 1-13. DOI: 10.1080/2331186X.2020.1823154

Arhin, D. & Opoku, W. (2020). A meta-analysis on effects of mastery learning strategy (MLS) on academic achievements of learners. International Journal of Research and Innovation in Social Science, 4(7), 102-106.