Monday, 10 April 2017

Hi Everyone, I have recently finished teaching a group of students in higher education and have been reflecting a lot about recent events. Working towards their exam class, which was taught and practised over a six-week period, they asked me if they could have a” fun and cosy class”, as some thought this would motivate them towards their exam. This in turn, has me reflecting and thinking about my role as a” motivator” at this level. Teaching at recreational level I will often alter my class either by changing the music (swapping classical for pop music), allowing them to swap their uniform for colourful dance clothes, bring a friend day, etc. The list is endless as we know, but should the role as motivators to our pupils and students stop at a certain point? At a higher level of education is their motivation not intrinsic? Are they not there because they want to enter the profession? I think back to my education, and of the tedious repetition of doing syllabus class day in day out for years, yet on a” low” period, we all had to find ways of motivating ourselves. Has education and society changed, so we now have more responsibility to motivate our students even when they are adults? With more focus on students taking responsibility for their own learning and becoming autonomous learners, I would presume that self-motivation is an element of this. Providing a safe learning environment is the responsibility of the educators, but surely the students to need to accept a certain amount of responsibility? I have no objection dropping a technique class for something else that day, but should a” cosy” class motivate them towards their exam? I would think that an exam is a motivating factor.

I would love to hear any opinions on this subject as it has me a little perplexed and questioning what is my role as a teacher at this level.