Building Learning Community through Student- teacher relationship

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Critical Commentary

The overall journey was writing journals, I passed through many times to learn, unlearn and re-learn. In this journey I realized and experienced that how important to unlearn for teachers because process of unlearn guide to close look of self-analysis. Through this process, I experienced three significance phases. In first phase I reflected on selected journal entries. This reflection helped me discover the strategies I need to adopt to build positive relationships with my students. In second phase, I articulated my own learning that I gained through narrative enquiry of the journal entries. In final phase, I explored the moments when I led my students’ and learning in order to create a sense of belongingness to a learning community.

1) Phase I: Build Positive relationship:

Going through the narratives of my daily reflections, I realized that every moment in the classroom teaching was important for me and I wanted to discuss those events in my journal entries. However, ‘Teachers are not always learning. However all teachers learn some of the time, and some teachers learn much of the time’ (Hiebert 2002). The process of writing narratives assisted me to develop from ‘learning some of the time’ to ‘learning much of the time’. It provided me the courage to critique my own teaching style into the habit of learning while thinking and realizing the potential flaws in my teaching. The process of critiquing and self-analysing my own teaching able to me see a different perceptive in my journal entries. I realized that initially, especially first few classes, I was just responsible to students. I always referred to their actions as a cause of failure of my planned lessons as I reflected in my journal on the 8th a...

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... about being a teacher who teaches but also about a learner who learns. This discovery will help me in my home context too as it will keep me well equipped with strategies to get along with students like Seema and Amin who rarely participate in classroom activities. The objective behind using this approach was to make students think, question, discuss, present and work collaboratively in order to learn from each other. It was implied that they were becoming more aware about their own learning processes and were experiencing the notion of being in charge of their own learning within the learning community. However, there are still some unexplored domains which I intend to investigate in the future. I look forward to future classes with a positive apprehension to evolve this paper further by encouraging students’ voices to create an effective learning community.

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