What is Pedagogy?

An assignment from Education Core Studies 350, reflection on what is pedagogy?

from Greek paidagōgos, to lead children

-taken from the word origin of pedagogue, from http://www.merriam-webster.com/dictionary/pedagogue

In Ancient Greece, the paidagōgos was literally the slave who escorted the children to school.  As archaic as it may seem, the origin from the word pedagogy is reflected in part of my educational philosophy; teachers are “slaves” to the children.  As teachers, we should be in front of the classroom if and only if we are there primarily to help the students and give them the knowledge and tools they need to succeed in the world.  If we are there for feelings of self-importance and satisfaction, that is not the right reasons.  I have a professor who often said that we know we are doing it right if what we are doing is “good for kids”.

the art, science, or profession of teaching

The definition of pedagogy (taken from http://www.merriam-webster.com/dictionary/pedagogy) divides teaching into three distinct, unrelated areas and brings them together to “include how the teaching occurs, the approach to teaching and learning, the way the content is delivered and what the students learn as a result of the process.” (taken from http://www.oaklandcc.edu/assessment/terminology.htm).

The Art of Teaching: As an artist, this phrases speaks volumes to me.  Looking at teaching, it is a very artistic experience, incorporating all four strands of the arts: music, dance, drama, and visual arts.  Hard to believe, but it is true.

No one would listen to a piece of music that was a single droning note, without change in dynamic and tempo.  No one would listen to a teacher who is like that either.  Teachers have to constantly be changing the pitch of their voice, as well as the volume and the speed they are talking at.  Also, teaching can be compared to symphonies by great (and not so great) composers.  Symphonies are comprised of multiple movements, each having a different tempo (speed).  Teachers need to treat a class like a symphony, going from a quick and lively (allegro) activity to something that is slower (plus lentement) to change the pace of the class and keep the students engaged.

Teachers are actors.  The classroom is a stage.  The students are the audience.  Teachers will have to put on a show for their students, not merely reading from their notes or script.  Just as actors have to recite their lines with emotion and thought, teachers have to do the same with their lessons to evoke emotions in the students to make them care about the subject, or at least get caught up in the teacher’s passion for the class period.  To take the metaphor one step farther, teachers often find themselves teaching a class that they are not passionate about.  For example, the way that I would teach music would be vastly different from the way I would teach social studies, simply because I love music and have minimal interest in social studies.  But, if I found myself teaching social studies, I would have to put my acting skills to use, to be able to engage the students and get them excited and interested in the subject.  Without interest or care, there is a little chance that they will learn much in that class, and that would be me failing as a teacher.

Dance does not necessarily have to be grand battements and sautés like the prima ballerina in the Royal Winnipeg Ballet.  Dance can simply be defined as movement and using one’s space.  I had a high school math teacher whose desk was at the front of the room, within arm’s reach of the overhead projector.  He would only get out of his seat when correcting problems that students had put on the board.  A huge contrast to that is the math teacher who walked around as they went through the notes with us.  While we were not watching this teacher move about the classroom, as we were diligently copying notes, her voice was moving around, in front, behind, to the left or right.  This stimulus variant helped concentration on the notes and what the teacher was saying.  While I ask teachers to move about the classroom during class, please do not feel the need to execute a perfect double pirouette.

When I was twelve years old, I went to the Metropolitan Museum of Modern Art in New York City.  While there are very great, famous pieces of art there, I can only remember one thing that was there.  It blew me away.  It was a shovel, hanging from the ceiling.  I was confused and a little frustrated.  How could that be art?  You can see something to that effect at Canadian Tire.  It did not make any sense to me.  Why I tell this story is because teachers do not necessarily stand out as anything exceptional.  However, the purpose of teachers are extraordinary, just as the purpose of that shovel was extraordinary compared to most other shovels.  It became a piece of art, just as teachers can be considered a piece of art in society.

The Science of Teaching: If you take three engaged students, two students who do not care, and one student who challenges you, you have a classroom molecule of E₃Ca₂Ch.  Maybe not.  Philosophy, theories, trial and error are things that we do in the university setting, learning the background information and preparing ourselves for going into the profession.  It is these things that make up the science of teaching.  Just as science is the foundation of the world around us, “teaching science” is the foundation of teaching.

The Profession of Teaching:  Politically, this is a very controversial statement.  According to some legislation, we are professionals, yet under others, we are not.  I believe that we are professionals, as we follow a Code of Professional Ethics, a Code of Professional Competence, and a Code of Collective Interests (www.stf.sk.ca) and are expected to portray ourselves in a professional manner at all times.

In order to do our jobs properly, we have to have the trust of the public.  They are entrusting their children to us, and need to be assured that their children are in safe hands.  When we have an electrician come into our homes and do a job for us, we do not care if we have seen that person out for drinks before, nor do we search them on Facebook before hiring them.  Teachers do not have that luxury.  We are expected to be role models for our students, and the public will not trust us to do so if we do not present ourselves as the good role models.  Professionalism is an integral part of teaching.

Does this answer the question of what is pedagogy?  Partially.  I think that this is a question that I will never completely answer.  As I grow and change as a teacher, my definition and interpretation of what is pedagogy will change as I do.