If you asked me what I thought teaching was back when I first considered becoming an educator, I probably would’ve said it’s all about explaining things clearly and helping students “get it.” I imagined standing in front of a class, teaching a novel like To Kill a Mockingbird, discussing literary techniques, and hoping students left the room inspired by Atticus Finch’s integrity. But, after diving into this module on Contemporary Teaching Perspectives and Approaches, I realized how much deeper and more complicated teaching really is.
One of the key takeaways for me was how our perspectives on teaching directly shape our classroom practices. As a Journalism graduate, I’ve always known that stories are powerful. But teaching isn’t just storytelling but instead, it’s co-creating a learning space where students can find their voices and make sense of the world in ways that matter to them. Teaching requires us to constantly ask: Who are my learners? Where are they coming from? How do I meet them where they are?
The idea that resonated the most with me was that teaching isn’t about transferring knowledge. It’s about designing experiences where students construct understanding. That’s a whole mindset shift. It made me reflect on how in journalism, we tailor content based on the audience, context, and platform. In teaching, we do the same. We need to craft lessons that are responsive, not rigid; thoughtful, not templated.
Before this module, I thought passion was enough. But I’ve come to realize that effective teaching demands strategy, self-awareness, and a whole lot of empathy. It’s not just about knowing the content but knowing how to connect it to learners’ lives. For instance, teaching To Kill a Mockingbird means helping students unpack justice and empathy in a space where they feel safe sharing their thoughts, especially if their perspectives differ from mine or each other’s.
I was also struck by how essential it is to move away from the “teacher-as-expert” model. 21st-century learning calls for student-centered, inquiry-based approaches. We need to equip students with skills that go way beyond content: critical thinking, collaboration, creativity, emotional intelligence. That means shifting the way we assess, too. Less multiple-choice, more real-world application. Less “good job,” more “here’s what you did well, and here’s what you can try next.”
Reflecting on my learning, I realize I’ve been shaped by both traditional and modern educational approaches. In high school, we were mostly on the receiving end of lectures, with minimal engagement. But in college, I saw the value of discussion, collaboration, and feedback. These helped me become more confident and curious, which are qualities I’d love to cultivate in my future students. This module just reaffirmed that those active learning strategies matter so much more than we give them credit for.
One teaching approach I’m excited to try is the flipped classroom. I love the idea of using class time for rich discussion and more profound learning, rather than just content delivery. I’d also love to create space for student-led projects like blogs or podcasts on local issues because language learning becomes more powerful when students see its real-life relevance. Plus, these kinds of tasks give them a voice and a platform. That’s what I’d want if I were in their shoes.
Another realization that hit me hard: we, as future educators, have to constantly redefine our roles. COVID-19 taught us that. Suddenly, education wasn’t just about lessons. The system needed to focus more on emotional support, adaptability, and helping students navigate an unpredictable world. Teaching is emotional labor. And that’s okay. But we have to be intentional about how we grow, not just professionally, but also as people.
I’ll admit. I used to romanticize the idea of teaching. But this module grounded me. It made me confront my assumptions and biases, like the idea that students need to be quiet to be learning or that respect always looks like obedience. In truth, respect can look like students feeling safe enough to challenge ideas, and learning can be loud, messy, and creative.
So where do I go from here?
My plan is to stay curious and flexible. I’ll keep reading, reflecting, and listening. To other educators, to my future students, and to myself. I will consistently remind myself that teaching is not a one-size-fits-all. I may have my go-to methods, but I want to remain open to new perspectives, especially when they push me to be better.
Well, I’ve learned that teaching isn’t just a job. It’s a craft. A commitment. A conversation. And I’m excited to be part of it.
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