Introduction
Many teachers and instructors labor to teach unmotivated classes where students are not interested in learning. In such a scenario, a strong rift exists between the teacher and the students making it hard for the student to learn. This is just an indicator that calls for reformation in the education learning process. However, educationists have advocated for changes in learning processes to enhance mutual understanding between the teacher and the students. This essay will evaluate my learning experience against stipulates of transformative education. This analysis will elucidate the milestones that have been achieved in the education reforms. Furthermore, the essay endeavors to highlight the main issues that have been affected to improve learning in schools and universities.
My learning experience
Any time I saw kids carrying bags, as they came from school, I felt bad because I was not one of them. Enthusiasm to join preparatory school was eating me up, and I continued pestering mum to be allowed to go to school. My pestering went on until when my mother heeded my repeated call and took me to school. The first days were very interesting as I enjoyed singing in class, listening to stories and modeling.
The most fulfilling encounter was playing with my fellow pupils, who had become part of my extended family. The learning was initially fun, enjoyable and it was wonderful. All these were short-lived as our teacher fell sick and another teacher took charge. The good environment was withdrawn and the freedom that we initially experience evaporated. The new teacher was serious, unfriendly and struck, we all feared her.
Learning to me become an awful ordeal, I recall some days I could deliberately refuse to attended school by claiming I was sick. It was rather better to visit a doctor than confront the new teacher who punished for every wrong deed. To my surprise, I was still able to pass my preparatory education to join school; this was a cultivating day, as I understood all the problems of dealing with a bad teacher behind me.
Life in school was not any different from the previous experience, as I had to put up with tough life in school. I was eager to learn new things and acquire new skills at the tender age. During my own time could work out my mind especially in modeling which interested me most. Sometimes I could even take some of my models to school to show them to my teacher who got interested in my creativity and self-drive. My teacher encouraged me to keep on working and sometimes she could extend some assistance.
The trend did not persist for long as my teacher discouraged me from doing modeling in order to improve my mathematics. I did not know this would be the turning point of our good relationship as things turned sour. My lack of interest in mathematics discouraged me from learning and I developed hatred for the subject even more. This attitude attracted continued punishment as my teacher demand me to improve my grades.
However, there were times when the class was full of life especially during the music lesson or when the teacher requested one of us to narrate a story. The atmosphere at such times was so good and we all enjoyed learning. Once the lesson was over, it was serious as usual, as the teacher demanded results failure to which punishments was inevitable. The same trend continued in the subsequent grades where the teacher started to become inhuman-they lack personal attributes such as humor, laughter and joy.
The difference between students and the teacher was so wide and nobody approached the teacher at will. The classroom resembled a mourning place motivation was a thing of the past as teachers did their duties as stipulated in the curriculum without bothering to provide motivational incentives. The personal was long gone as we started learning by discussion and forming groups to enhance our understandings. At some point, we enjoyed when teachers failed to attend for their lesson. I recall most of my colleagues lost their self-esteem, as they feared be air their views in fear of the teachers.
As the teachersâ roles were reduced to that of custodian of knowledge, sharing the information eventually became a tough calling. The entire learning process became discouraging and very disappointing. Students who required personal guidance and counseling were assisted the poor relationship that prevailed between teachers and students made the outcome to be wanting. The large number of students in a class made it even hard for teachers to concentrate on each individual, as they prefer to offer generalized treatment. To our dismay, the contribution of teachers in the learning process was reduced a great deal and each student concentrated on improving his/her grades with little assistance from the teachers.
The university education was more interesting since all along I was used to doing thing my own way. The little assistance that was provided by my instructors helped me to understand all that was expected of me. However, it would be inappropriate not to recognize Professor James McLaren who helped me in carrying out a successful research work during my final year. His personal touch and interest in my work rejuvenated encouraged and strengthened me to complete my work.
I wished all my instructors were the same. His kindness and presence brought a wonderful experience in my learning as well as unlocking my full potential. Nevertheless, it is my desire that the entire process of learning to be reevaluated to enhance mutual understanding as well. However, thanks to the transformative learning that endeavors to provide a cohesive learning environment between the teacher and student. Similarly, the new education revolution strives to provide a personalized approached to the student.
Transformative Learning
Craton (87) defines transformative learning as an erudition process through which earlier uncritically assimilated, values, beliefs and perspectives are queried subjecting them to open and more valid. Craton (87) further asserts that transformative learning views common points in life and how it affects learning, the other factor illuminated in journey of individuation as well as the concept of authenticity. Transformative learning is, therefore, based on the ability of an individual to give a particular issue a critical reflection as to why certain things behave the way they do (Craton 88). Based on this educationist have seen the need to revise the teaching approach to accommodate all students and more so to provide personalized approach in dissemination of knowledge.
Personal Learning Experience vs. Transformative Learning
My learning experience was coupled by rigid formalities in curriculum, standardized examinations and more dehumanized. Cameron (15) disagrees with a rigid curriculum pointing out that it is not applicable to all children. Cameron illustrates this with his daughter who used a different curriculum yet excelled well. Apart from discouraging learning, the entire process also inhibited prevalence of effective learning environment.
Abbey suggests that such a rigid learning environment amounts to further disconcertment and demoralization (Cameron 1). To him the situation calls for radical transformation as well as enhancing greater accountability from teachers and instructors. Abbey (1) agrees that people lives in the age of alienation where individuals are subjected to isolation and solitude. With such an environment students are deprived a vital component of learning and therefore the need to restructure the classroom atmosphere. To enhance a holistic participation of the students, Abbey devices a holistic strategy to engage the entire senses (Abbey 2).
He argues that his aim was to strike a balance, interconnectedness as well as creating respect for the students that he dealt with. This component was missing during my learning days as teachers adhered strictly to the curriculum.
Motivation
Teaching a class that lacks motivation is one of the worst things that happen to a teacher and instructors. Abbey (2) highlights that effective learning happens when classrooms are transformed to become sacred space. Sacred spaces are filled with, joy, inner fulfillment, wonder, concern and delight. However, in most learning institution, as per my experiences, these values lacked. Arnold (162) reveals that emphatic environment is formed when the teacher become non-judgmental, willing to understand each student and offering emotional help. Similarly, the teacher or instructor should facilitate prevalence of free atmosphere that would lead to cognitive understandings. Such understanding will nurture the inherent curiosity in the children, thus drawing the attention of the entire class (Arnold 163).
However, developing empathic learning requires the teacher to develop his interpersonal skills to show warmth as well as learning from experience or through parental practice (Arnold 264). On this issue, Arnold (164) argues that empathy is a critical component that facilitates effective thinking and development. Cameron (5) who argues that being a father helped him to understand kids better puts forward a similar understanding. Cameron (5) further reveals that children require being satisfied and their happiness should always be maintained and should never be compromised. When kids are not happy, their concentration is lost and their learning ability is jeopardized.
Most often teachers tend to choose what their student should do rather than promoting their personal intuitiveness. I remember my preparatory teacher discouraged me from doing my modeling work this made our good relationship to melt away. Cameron (6) highlights a similar scenario that happened to Donnie when judges failed to award him for his movie. The judges wanted to discourage him from making movies about his favorite rabbit in order to focus his mind on developing mature things. This move discouraged Donnie but Cameron was able to motivate the boy to overcome the disappointment.
Wright (95) contends that studentsâ imagination should be promoted; he argues that imagination forms an integral part of self-creation. Once the student feels appreciated, his desire to learn new things increases as well as his enthusiasm to remain in school. Further observation reveals that a childâs mind is inclined to improvisation through sheer creativity and curiosity (Wright 96). An attentive teacher will mould an all rounded student by paying attention to the fine details about the child inner desires and accord sufficient support to nature their minds.
Dualism Learning
Transformational learning also strives to eliminate the notion of dualism in perception. In dualism learning, scholars assume that people minds perceive things in contradicting pairs such, public/private, mind/body, physical/mental, masculine/feminine, metaphor/logical, rational/irrational among others (Pryer 3). This analogy emphasizes on superior mental powers as opposed to physical ability, hence the low development of physical attributes. Similarly, the dualism notion undermines feminine brains by claiming the male minds are superior. This has negatively influenced perceptions on women ability to excel on technical subjects and in hard sciences.
The same has contributed to the current racial discrimination where whites are portrayed superior compared to other races (Pryer 5). Inability to perceive all students as having equal abilities and potential causes a psychological rift among them and this might cause reduction of self-esteem and self-belief. A dualistic culture fails to pay attention physical attributes of their daily activities such as washing, caring for the children and other rigorous activities. This tendency has caused social classes and therefore such activities are subjected to people in low class. Cameron (7) asserts that there is no need to discriminate careers, but one should be allowed to do what interests him or her rather than fixing that which cannot be fixed.
Understanding the Students
Unlike my learning experience, where students were not appreciated, transformative learning strives to create a mutual understanding between the student and the teacher. Abbey (5) highlights that most students dwell on the shadow of their potential since their inner strength is not nurtured. Cameron (4) reveals that different students have different understanding and abilities; he gives a case of Donnie who could work out a simple arithmetic problem for ten minutes.
Therefore, teachers should be patient enough to understand the way their students acts in order to enhance them to produce to their utmost potential. Thus, it is important to help students to understand themselves. Craton (90) refers to the process of self-understanding as individuation. However, individuation should not be confused with âindividualâ as a word, which refers to a single person. Individuation refers to the entire process that is used in selfârealization. He claims that âindividuation stand on his feetâ (Craton 91). Abbey suggested that adjustment in the curriculum is inevitable to enhance development of self-esteem. She argues that a curriculum should comprise of the following five aspects:-
- Security, where students are accorded friendly, comfortable and safe environment.
- Selfhood, students are allowed to acquire self-knowledge and a sense of individuality.
- Affiliation, a sense of belonging is enhanced and they are appreciated.
- Mission, students are afforded motivation, good environment and support to pursue their future dreams.
- Competence, all students helped to have a feeling of success and in control of their aspirations.
Successful implementation of these proposals makes it possible for any student to realize their potential and realize them.
Use of Imagery
During my learning time, teachers did not bother enhancing understanding by use of imagery. Figurative elements were scarcely used thus making it difficult to comprehend the complex issues taught. Abbey (9) contends that guided imagery is a device to unfasten creativity, promote repose and to use ones natural ingenuity in a more conscious way. With instructorâs guidance any students is able to achieve a creative visualization, which fosters studentsâ ability to form, imagine of what they need in life.
Such a vital learning tool makes it possible the student to learn and to exploit their inner potential as well as creating self-awareness. Bradbeer and Reeem (144) agree that imagery helps in learning. They add that imagery expands the mental understanding limits and supply confidence.
They illustrated their assertion by assuming to be in godâs position. Since nothing is beyond godsâ understanding, all things are manageable. Although, the imagery used here is beyond human comprehension they illustrate the essence of use mental voyages (Bradbeer and Reeem 140). Arnold (177) suggests learning about our world through symbolism evokes creativity. He adds relating our daily experiences with in learning generates a rich education resources, thus using such images enhances understanding.
Conclusion
Learning process has evolved from time to time. Education evolution has been a steady process anchored on need to develop better ways of transmitting knowledge and skills from the teacher to the student. Unlike traditional teaching methods, where teachers were restricted to a rigid curriculum, transformative learning is of a more dynamic and more holistic in nature. The main goal of transformative learning is to enhance child understanding of subject of study.
The teacherâs key concern is unlocking the inherent potential by pursuing the childâs interest. Transformative learning is anchored on how to motivate students and focuses on enhancing student ability. Thus, effective implementation of transformative learning will bring about a better learning environment and better student performance.
Works Cited
Abby, Sharon, M. âTake your soul to School: Practical for Holistic Classroomâ. Education Insight. 9.1 (2004).
Anold Roslyn. Empathetic Intelligence: Teaching, Learning, Relating. Sydney: UNSW Press, 2005.
Bradbeer, James & Raheen, Grafoor, A. R. Imaginal Transformation and Schooling. New Jersey: Springer, 1998.
Cameron, Brent. âSelf Learning through the Heartâ. Education Insight. 8.1. ( 2003).
Craton, Patricia. âWhen the Bottom Falls Out of the Bucket: Toward A Holistic Perspective on transformative learningâ. Journal on Transformative Education. 1. 2 (2003).
Pryer. Alison. Embodied Wisdom: Meditations on Memoir and Education. Charlotte: Age Publishing Inc, 2011.
Wright, David. The Mythopoetic: Learning through Creativity. New Jersey: Springer, 2008.