I want to share a reflection on the action and leadership of the teacher from a constructivist perspective. Taking into account that one of the objectives of constructivism is "to enhance the development of the student and promote their moral and intellectual autonomy"; the teacher's relationship with his students, colleagues, and with himself, becomes very important for his effective participation in the teaching-learning process.
Some questions we can ask ourselves as teachers:
- Does the teacher performs an initial "agreement" what you expect from your students and the relationship to be built between all? The teacher is challenging himself, questions set out to raise new forms or new approaches? The teacher is sample open to discovery ? Does the teacher propose the activities taking into account the perspective or maturation of the student or does it only from his perspective? Is the teacher attentive to the language / expressiveness of the student that can provide information on paradigms or barriers to the learning? Is the teacher attentive to his own language/ expressiveness that could transmit their own paradigms, beliefs, value judgments (as filters of reality)? Does the teacher show a willingness to accompany the learning of their students? Does the teacher help or collaborate to discover motivations and interests of the student ? Does the teacher raises his relations, from work co-participatory that benefits all, or only from obedience? Does the teacher seeks to develop relationships of trust and empathy to find motivations, desires, needs with your students and colleagues? Does the teacher take into account the opinion of others for the continuous improvement of his own practice? Does the teacher establishconnection between the contents and contexts known to the student? Does the teacher value the error as a learning opportunity or sanction it? Does the teacher assume the error as a way of personal learning or avoid it? Does the teacher seek to increase the self - confidence of all their students? Does the teacher practice and promote respect for differences, particular abilities and personal resources of their students? Does the teacher appear as a facilitator or provocateur of learning? Does the teacher encourage different solutions, creative, or different perspectives in their students? Does the teacher respect the particular reality of the student through a personal and assertive feedback?
Final reflection:
These reflections in the form of questions can serve as a means of personal or group questioning. If it is taken into account that each action carried out has an effect on the final results, it may be very appropriate to evaluate these actions from a critical perspective that provokes reflection. Reflection favors personal learning that would allow reorienting one's role and activity and, consequently, the positive effect it will bring to the reality of each of its students.
A teacher who discovers the importance of his own learning is increasingly prepared to generate effective learning situations in the lives of his students.
