Introduction
Some
educators perceive teaching as an art which practiced by individuals who are
born with intuitive awareness, whereas others view teaching as a science that
practiced by in a scientific manner.
Whilst, others in the opinion that teaching as both an art and a science.
Is teaching an art, a science or a combination of both elements? In the light of this issue, the argument is
about whether teaching is an activity involving general laws or principles as
well as scientific terms to facilitate planning; or whether it is an
individualistic, intuitive and spontaneous process to produce creative work as
it involves so many factors which are impossible to specify general lines of
direction; or whether it involves both art and science.
Teaching as a Science
J.
S. Mill stated that we have to ‘hand [our ends] over to science’ as the best
methods of achieving our aims that is value-oriented. If we can specify our
aims more clearly, it will be better. Such thinking promotes the rational
planning of a curriculum by objectives that is more precise and can be
measured. The most prominent example of this approach is behavioral approach,
which defies education as the ‘changing of behavior’.
Sockett
mentions that the process of education can be tackled by science, by eliminating
the value aspect from definition. He explains that, by making objectives
measurable, the progress of what has been achieved and what more needs to be
done can exactly been observed. In my personal view, Sockett has focused more
on educational aims when he thought about measurable objectives, but has
neglected the mean or process on how to achieve the aim. Undeniably, having
aims is important but the means to achieve aims should be taken into
consideration as well. As teaching deals with human being, teachers should be
able to convey knowledge in a suitable manner in promoting learning to
students. For this purpose, the art of teaching is very crucial as it is the
process to achieve the educational goal as well as to satisfy human need.
Teaching as an Art
N.
L. Gage believes that teaching is more than a science as it involves “artistic
judgment about the best ways to teach.” He further explains, when teaching
leaves the laboratory or textbook and faces the students for real, “the
opportunity for artistry expands enormously.” Science cannot prescribe
successfully at all situations as teachers respond and interact with judgment,
insight, or sensitivity to promote learning to the students.
The
hunches, judgments, and insights of the teacher when he or she responds
spontaneously to events in the classroom, as Philip Jackson contends, are as vital
as, or possibly even more vital than the science of teaching. The theory about
teaching will be useless if a teacher does not know how to respond to the real
teaching field because it is the everyday routines and relationship between
teacher and students which determine the processes and outcomes of teaching.
According
to Elliot Eisner, teaching is based primarily on feelings and artistry.
Teachers should be able to express their emotions, feelings, or real
personality while teaching so as to affirm and value the students.
Nevertheless, I do not agree that teaching is solely based on feelings and
arts. If it is so, then it will be difficult to measure how much the students
have achieved in learning and whether or not the aims of education have been
fulfilled. With regard to that, it is important to have observable and
measurable aims in teaching so that the progression of teaching and learning
can be examined and supervised.
Personal View – Teaching as an Art
and a Science
In my opinion teaching involves both
– art and science. There are three basic important principles in education
which are aim (goal and objective), mean (process or method) and end
(evaluation and assessment). Aim of education involves the science of teaching
where observable and measurable goals and objectives are developed. The goals
and objectives will be stated specifically and clearly based on the students’
ability. Mean of education may involve both – the art and science of teaching.
The
process or method of teaching is planned by teachers accordingly – this is
where teaching is regarded as a science, and teacher will be using different
approach for different type of classes or different students. At this stage,
teachers will use their own experience and creativity to deliver knowledge and
to make the students understand by using their personalized knowledge – this is
where teaching is regarded as an art. Likewise, end of education may involve
both elements – science and art. At this stage, teacher will identify a
suitable assessment to evaluate the students’ understanding which can measure
the students’ different ability. Teaching will be evaluated based on students’
achievement on the assessment.
Science and art cannot be separated
in teaching. Both complement each other. A teacher can be regarded as a
scientist or an artist. When a teacher being a scientist, his or her laboratory
is school, the instruments or apparatus are lesson plan as well as school
facilities while the chemical is the students. When doing the research in the
laboratory, the scientist will use judgment, intuition and insight in handling
the unpredictable-contingencies (Gage, 1978). It same goes with the teacher. He
or she will act as a scientist in a classroom, using trial and error method in
order to find the most appropriate way to teach the students so as the students
will understand better.
Learning
activities is strategies in achieving goals. A teacher is regarded as an artist
when he or she is able to use creativity and senses in order to find the best
strategies so that the goals can be achieved. Thus, teachers should be creative
to promote learning by encouraging the students through senses and make the
lesson alive as the students can feel what they learn. Each teacher is unique
as each has his or her own personalized experience. Teacher’s character or
personality is expressed during the teaching process. At the same time, even
though each teacher employing different method of teaching, they have to ensure
that the process of teaching is able to reach their goals in teaching. This is
where the science and the art of teaching are applied in education.
Based
on my previous experience in teaching, I have tried several methods in teaching
different level of students with different classes. Each class has its own need
and it is important for teachers to know their students well so that the
students can understand better in the class. At the same time, as a teacher I
have to be prepared for anything to happen if the method of teaching used is
not suitable. I need to always have a ‘back-up’ plan in a classroom. At the end
of the class, I will evaluate my teaching based on students’ responses and from
the exercises given in the class. One important thing is, teachers should be
their own selves in communicating with and teaching their students.
Furthermore,
teacher should be sensitive in choosing the best way to teach different level
of students. When I was a teacher of lower secondary form, I had to be creative
in choosing the method in teaching so that the students will be interested in
learning as well as to make students feel of what they were doing. Teaching
secondary school students can be balanced between science and art. For
instance, when I introduce a new topic – decimal, in a Form One class, I did
not give the students exercises provided in the textbook. Instead, I prepared
my own exercise – a list of dishes with their own price each, with some
delicious photos and I pasted the menu in front of the class. I have my own
goal for the students to achieve at the end of the lesson, but I used the
unusual method in teaching that topic.
To
make the exercise suitable for the topic, I made the price of food become
decimal number also – with two decimal points. Then, I gave each student a
coupon of RM50 so that they should use the coupon to buy the food that they
want and to finish up the coupon. They had to calculate their own food that
they chose, check whether the food was enough to finish up the coupon and
finally they had to calculate how much balance were left after buying the
foods. Since the students were never used to play such game in a mathematics
class, they were very excited and the class became like a restaurant –
everybody was busy ordering and calculating money that they spend for the food.
I even could see their happy face while playing the game and at the same time
learning to calculate decimal numbers.
On
the other hand, I have encountered different experience while teaching
kindergarten children. I got an opportunity to teach 4 years old children for
almost 4 months. Teaching small kids needs more creativity from a teacher. It
is because small kids are full of emotion and they need more attention from the
teacher. I have to find ways in order to grab their attention in class. I found
it was more difficult to teach small kids rather than teaching secondary school
students.
The
small kids will be more interested in learning if the teacher is able to
control their emotion as well as to make them happy. In most lessons, I prefer
to use a song, if any to attract the kids’ attention. Besides, I learnt that
teaching small kids needs more patience and art so as to maintain the kids in
the class. I also learn novel things on how to communicate with the small kids
and dealing with certain problems that occur in the class. In my opinion,
teaching small kids needs more art than science as a teacher has to grab their
attention first before beginning any lesson.
Conclusion
In
a nutshell, it is crucial for a teacher to teach students by heart as it will
bring teacher closer to the students. Teachers have to know themselves and the
subjects that they will be going to teach before knowing the students. Only
after knowing themselves the teachers will be able to know the students well. Teaching
is a science as well as an art, having clear objectives or goals and striving
hard to think of different and interesting ways of teaching. An article by
Parker J. Palmer mentions that a teacher needs to have personalized knowledge,
identity and integrity (amanah) in his life. From these three elements then the
teacher will be able to teach from heart.
P/s: This is the answer for my 'take-home test'~
