In essence, the various theories imply that the process of learning is affected by the interplay of many factors in a learner’s life- physiological, social, psychological, environmental, etc. Summing them up, one can actually see the rationale implied by each learning theorist. Their efforts to somehow give meaning to the learning phenomenon have vastly contributed to the evolution of education over the years.
As a teacher for seven years, I know see the relevance of being aware of the theoretical bases of our everyday job. They provide a framework that guides the planning and delivery of daily lessons, means to appropriately understand and interact with students, and ways to properly address and appreciate the beauty of individual differences. In Brightwoods School , our curriculum evidently shows the influences of the greatest learning thinkers such as John Dewey, Jean Piaget, Lev Vygotsky, and David Ausubel. Among these theorists, Vygotsky’s principles have inspired my life as a teacher. Somehow, his ideas gave value to the nature of my profession, to the immense role that educators portray so that each and every learner can realize their full potential.
Why Vygotsky? I feel that as a learner, I can relate well with what Vygotsky believes in. The best learning for me is when my talents and skills are recognized. Being a learner, I need to see and feel that I have something special in me, that I have an important skill that is innate and uniquely mine. Now, at the onset, my abilities may be raw and crude. Thus, I need the help of a caring teacher who would guide me and pave the way so I can fulfill my potential. Vygotsky conceptualized the zone of proximal development. The ZPD is the difference between what a learner can do without help and what he or she can do with help. Through scaffolding, the teacher addresses what has to be done to elevate learning. Now the teacher can do this by providing an array of learning experiences geared toward helping the student attain what he or she can actually attain.
As a student, I am probably one of the few who had problems with self-esteem. I know then that I was merely an average student. My perception of myself was affirmed by how teachers treated me. I could not blame them. How can you be recognized in a classroom housing 50 or more students? Then I came across a teacher who sparked my interest to learn. This teacher saw that there was something in me. He guided and motivated me to pursue bigger dreams. That teacher did not influence me with kind words and leniency. Instead, he gave me challenging opportunities to do. In each of my achievements, my confidence emerged. That is why I associated Vygotsky’s ZPD with this definition- It is the difference that a teacher can make in the development of the learner. To add to this, scaffolding should be done in a manner that will be more like a self-discovery for the child. It is not spoon feeding. Learning then becomes more intimate and relevant for the child, hence, more lasting. Because Vygotsky values the experiences of the child as an important learning tool, learning is most effective when it is also multi-sensorial in approach. Experience would tell me that children can grasp concepts faster when you let them see, feel, touch, and taste. Further, constructivist learning theorists would emphasize that learning is based on students’ participation in problem-solving and critical thinking on an activity that is highly relevant and engaging for them. With these experiences, children construct their own knowledge applying these to a new situation and integrating the new knowledge gained with pre-existing intellectual constructs. Activities then that foster valuable thinking skills are equated with fun and memorable experiences. With this, learning becomes a part of their bank of memories that they would enjoy going back to.
Hence the challenge for teachers lies in conceptualizing fun and meaningful activities that ensure favorable academic results. Following ZPD again, teachers should recognize their impact on learning and thus need to plan scaffolding measures to maximize learning potentials. Nancy Balaban further reiterates that scaffolding refers to the way the adult guides the child’s learning via focused questions and positive interactions. It would really be easier for the teacher if he or she teaches by telling the concepts right there and then. But I do believe that we should not fall into complacency. We should instead exert the extra mile to formulate questions that would lead to self-discovery. In that sense, there is more ownership of learning. And in ownership comes valuing what is learned, and consequently, in keeping it.
Teachers should not only be qualified to teach, they also must possess the endearing qualities that would help them sustain the daily pressures that teaching brings. They should be highly committed in their fields- recognizing that the needs of their students are over and beyond anything else. Yes, teaching is a passion, a calling. We might never be remunerated in the same manner as some famous doctors, or engineers, or CEO’s are… but as the old saying goes- Even the highest paid, richest, and most famous professionals had a teacher once.
