What makes a great educator?; A Selfless Approach to Teaching
Regardless of experience in the teaching field, each learner presents a new challenge, a new approach, and a new method of discovery through learning. The purpose of teaching or educating others is to send and communicate relevant information to learners, using educational methodologies.

The methodologies will certainly vary from educator to educator and from an institution to another. This is because with educators, the standards for teaching are set in place, and usually coincides with the teacher's teaching and learning style. The institution will drive a mission and vision statement and a certain promise of delivering education to a learner by problem solving or project based approach. Some will even pitch the learner centered approach, or an instructor-led format, depending on the content learned, and the internal goals of the organization.

In reality, it is neither about the educator's style, nor is it about the institution's overall mission and vision statement. It boils down to the learner, the needs of the learner, and the learning styles there in. It is highly essential to conceptualize all what is given in terms of tools and resources through the institution and educators to drive forward the learning process.

Many educators function under the notion of what drives the majority. With that mindset, it is easier to approach a course or class with the attitude of driving forward with the content. However, when one is struggling, it is difficult to assess or measure exactly where the difficulties reside. This can essentially slow down or hinder the overall learning process.

A selfless approach to teaching, making one a great educator comes from using several theories in the educational field; one which will promote the collaborative approach, and focuses on peer-to-peer learning strategies. The educator, alone, cannot do it all, and it will not all magically be a success. However, in using the constructivist approach, educators have a much better chance at reaching an entire audience, because constructivism allows educators to deal with students on a larger scale through learning.

For example, if a learner does not know much about automation, but has an idea of what the definition is, a learner can then start with what he/she knows best, and tie in the concepts through research, into an effective deliverable. This ensures the learner is learning something they can relate to, but only by using their style of comprehension to reach solutions.

In essence, under the constructivist mindset, one uses what they know (or a fraction of what they know), in order to move forward with a project. Since the goal is to never, enforce a set approach to an outcome, the learner then has the flexibility of participating willingly, and working on something of equal value and worth reflective of the course content.

Learn more about this author, Hala Monsour.
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