I quite remember the fateful dates Aug 16-20, 2005 when it all began. We were 20 participants in number with about six drawn from other institutions. The workshop was “Learning to Listen, Learning to Teach”. It was a five day intensive course.
Oh, I have now realized the difference. The former time we were trying our best in teaching--which was appreciated by students--and at times “forcing” them to understand. We have now realized our shortcoming since monologue approach by then was at its peak.
With the practice of Dialogue Education Approach, at the lecture room, students are proud to see me... I make them feel relaxed and comfortable and respected, and at ease in asking questions. There is also good flow of communication between students and myself.
What interests me so much is that classes which I have not been assigned, students wish I am the one handling such aspect of Mathematics.
Cases where the lecture period seems to be long--for instance 2 hour period--I normally use the later 25 minutes of the period grouping the students into smaller groups and assigning work to each group. This makes my class lively and students wonder how I incorporate such things in my teaching.
On this note I can say Dialogue Education Approach in the university is a “modern technology” in accelerating learning and development. It also empowers students in their social life, for instance, coming together and working as a team. Not only these, I also feel proud and confident in my field of study.
<<back
