I work in Universitas Terbuka (UT), Indonesia Open University or college, as an educational staff who can be viewed as as a tutor. At UT, my students are early on youth education and also key education instructors. Actually, I never really had any dream to be a teacher. However, I think I really do my job as a instructor just pursuing my instinct, even though I learn some knowledge about how to instruct when I did my bachelor degree. Honestly, I got my bachelor degree in teaching without knowing what and why I have to know my beliefs of education. But, I learn in SFU that my coaching is very affected by my idea of education. My beliefs of education will be shown in my own teaching when i found that "how you show is who you are" (Hill, Stremmel, & Hu, 2005, p. 25).
In teaching I remember that I have to make lesson programs, educate and then do the analysis to check the students. I know that I must put students as the guts of my teaching activities. I understand it since education for me is the efforts for helping visitors to reach the best they could be, and to make them grow as humans. However, I am never sure whether the way I show has shown students as being at the centre of my teaching. I am reluctant my coaching is definately not the way it ought to be. I hope I can learn more about how precisely to be a good and caring professor while I am studying in SFU.
For me education fundamentally will involve coaching: everything is (or can be) teaching. Therefore, my idea of education relates with the take action of coaching, and in thinking about my philosophy of education, I remember David Orr's article in 1990. I was interested and also compelled by Orr's (1990) subject of his article: "What's education for?" Orr (1990), an environmentalist, said that education won't assure the graduates being good, prudent, or wise. In fact, he said education has added many problems to the entire world. Orr experienced an judgment that environmentally friendly destruction on the planet resulted from informed people. He further mentioned that to save the world, we need education of a certain kind. We need learning that can make us a better people. What's the training that help us to be better human beings? I think we need learning to care for others in order to prevent people from doing injury to others. I don't forget that when I used to be still a student, I would learn more if my tutor proved his/her attention; at least he/she realized my name, and wanted to pay attention to my complications in studying the topic subject. So, a caring teacher will inspire me to learn.
How can we find out about caring in education? This is a question I wish to explore in this newspaper. Based on my job as a tutor in my university or college, I must learn about nurturing in education, and I want to help my university student teachers aware of the necessity of teaching caring in their classrooms, whether in early on childhood education, or in key education adjustments. I think that it's important for children to learn about caring since their early years to help them learn that their caring can save other people as well as themselves. Therefore, instructors need to learn or even to help their students or their children to look after others, as well as for themselves, for the community, and for the natural environment.
In this article, I will try to describe my ideas about caring, why caring is important as the aim of education, how caring can be shown in my own are a tutor and an educational personnel in UT, and lastly, my realization will describe the implications of nurturing in my work at Universitas Terbuka.
What is Caring?
In defining caring, I am really impressed by Noddings's idea about caring since I think as humans we must care to one another.
Caring as mentioned by Nodding (2005) is a caring relationship; a caring relationship is "an association or encounter between two human beings" (p. 15) who are "a carer and a receiver of attention, or cared-for. In order for regards to be properly called caring, both celebrations must contribute to it in quality ways" (p. 15). The characterization of caring is as "engrossment and motivational displacement" (p. 15). Noddings explains motivational displacement as the process of placing your attention on others when you hear, see, or feel, the actual other tries to mention (p. 16). You have the attention on others and the desire to help people, as well (p. 16). For engrossment, Noddings says it is "an open up, nonselective receptivity to the cared-for" (p. 15): this quality of complete attention to the other. Furthermore, a reception, identification, and response appears to be got by the cared-for to show that the caring has been received (p. 16).
Noddings also mentions that we could not only say that people look after something without showing it (p. 17-18). Caring can be learnt, teachers not simply create caring relationships in which they will be the carers, however they likewise have a responsibility to help students develop the capability to worry (p. 18). Noddings mentions that humans can care about ideas or objects as well as look after the intellectual subject; these types of caring are also pointed out by Weil (p. 18, in Noddings, 2005) as intellectual caring and interpersonal caring. However, nurturing teachers pay attention and respond differentially and exclusively with their students and their various temperaments and needs.
What Nodding wishes to mention in her idea about nurturing is the fact that caring does also include mindful love, attention, seeing, tuning in, understanding others' emotions, and helping or participating in action as needed. So, once i show my focus on my students, in once I also make an effort to see, pay attention with empathy, show a common understanding, and take part in some actions as my nurturing response. I also need to find out more on caring in order to make my caring meaningful for my students, and my students can also service in the way they teach their students.
Further, Hill, Stremmel, & Hu (2005) noted that "the caring professor tries to look over students' eyes, to have a problem with them as subject matter in search of their own assignments, their own ways of making sense of the world (Green, 1988, in Hill, Stremmel, & Hu, 2005, p. 33). This is empathy. Moreover, Hill, Stremmel, & Hu (2005) mentioned that caring educators make an effort to learn together with their students, and "be considered a spouse, nurturer, and guide in creating multiple opportunities for learning predicated on marriage" (p. 33). By learning, instructors can understand their students, and understand themselves as well.
In coaching, actually, I think that as a educator, I am also learning from my students, and easily have a good romance with students I can find out more on my students, and my students can also understand me as their teacher. Therefore, I can have some reviews to improve my coaching as well as I can give my students some reviews to improve their learning. This shared understanding I am hoping can lead to help me creating a much better learning environment for my students to learn better and deeper.
Student-oriented instructor: treat all students with admiration, believes in me, listens, is patient, encourage me to think
The work oriented teacher: is bases my quality on more than home work and assessments, is happy to modify the workload if needed, is willing to give more time for completing projects, is willing to change the classroom rules when necessary, allows several response to a question.
The Educator Who Engages Students: Is an expert in the subject, helps me to become independent, is eager to give more time for completing projects, provides opportunities for class room conversations, offers "extra credit" activities.
The Active Tutor: Is lively, has a sense of humor, says reports and uses illustrations, provides interesting assignments, bases my level on more than homework and lab tests. Students now require a teacher who has to have some interesting strategies that can entice students' attention. By becoming an active, energetic, and funny teacher, students seem to be like a professor that can also amuse them. Perhaps, by using some humor, I can prevent my students from getting tired of learning the subject matter. However, I believe I must find out more about becoming a good entertainer in front of a category. I have to also learn more about providing my students with some interesting assignments.
From the students who became Caldwell (2008) participants of her study, I see that caring can mean many ideal things that instructors should have, not only caring as stated as Noddings' (2005) understanding. Caldwell's list expands after and specifies the countless ways in which caring can and should occur. And I am uncertain whether I could apply all of those ideas into my coaching and my curriculum since I've my constraints as a people. For example, easily have a great deal work to do, or easily am not in a a healthy body, I am reluctant I might not use most of my focus on my students, this means that I might not really pay attention to and understand my students, or others'. However, I will try to use the theory as my basis knowledge to be a caring teacher. Meanwhile, I will make an effort to learn more deeply about this notion of caring, especially how to look after our neighborhoods and our environment.
Noddings's idea about nurturing also included her notion of caring not only for human beings but for most of things in the world such as caring for the globe community and the surroundings. If we do not look after our environment, we can eliminate our own earth. Particularly if the people who have no or less care for the earth are educated and powerful people. They are able to make more damage to your environment in the planet earth. And this is the phenomena that Orr noticed, so he made a assertion that we do not need many informed people if that can provide more damages to our environment.
In response to Orr declaration about education, I dispute that the world's environmental devastation comes from people who do not look after themselves, their family, their community and their earth. I think people are being ignorant in regards to to themselves, others, their community, and the planet earth since probably nobody reminds them or teaches them to have the knowing of and care for others. Therefore, in this subject I assume that education is important for folks to learn how to look after others, as well as to care for themselves, to caution to the planet earth, and to the surroundings. The educational task is to understand how to care for the earth and environment by expanding ecological literacy.
What I mean by ecological literacy is ways to say that ""everything is linked. " A study of the interconnections highlights our dependence on the healthy functioning of the earth's natural systems which give us clean air, water, ground, food, and all the other resources we depend on. " (Toronto Outdoor Education Colleges, http://toes. tdsb. on. ca/ecological_literacy_resources. asp).
In understanding the ecological literacy idea, I have to recognize that I am not alone on earth, I am a part of the top system going in the world which consist of humans and their neighborhoods and the environment. Each of us has the duties to take care to each other to be able to maintain the function of the earth natural systems could work well.
Caring as the purpose of education
Similar to Noddings's goal of education, for me, the aim of education should be predicated on caring to prevent the graduates from being ignorant of other people, of their communities, of these environment, and many of these kinds of ignorance lead to being ignorant of themselves, since all of us on the planet are interrelated. This goal of education also reinforced by Littky (2004) who says that, "the true goal of education is if the students look after others and can go along better with others". Noddings gets the idea of caring in education since she experienced and was impressed by many carings that she received from her professors.
Furthermore, for me personally, education should relate to and become inspired by caring since education is designed for helping people, supporting students to grow to be a caring human being. When the students become caring children they'll also care for others and also for themselves, for the neighborhoods and for the planet earth; in addition they can always figure out how to improve themselves. When you are a caring tutor I hope I could help students learn more effectively. EASILY look after my students I must put a lot of effort in assisting them engage in their learning to be able to help them learn more deeply about all the topic subject that they examine. Therefore, I have to concern myself with my subject matter and my students' lives so that while I am teaching, actually I also am learning, as well. The main point of caring in education for me personally is displaying our want to others and the earth
How I can show my caring into my work?
I argue that individuals who are involved in supplying or providing an education, either in formal university, or in the family, or in some non level programs, have to be alert to their tasks and their affect on their university student, or their children, as cared-for teachers. Teachers have to find out about caring since "teaching happens in relationships of caring, thoughtfulness, and shared value" (Hill, Stremmel, & Hu, 2005, p. 33). Besides, I think I must remind my students that each of us in the world is interrelated with one another. If we care for others, hopefully they can care for others, as well. My idea is if professors, add their students to look after others, over time, I hope nurturing teachers and nurturing students will care for the world, and it is hopefully can result in a much better world. Therefore, if all of us look after people, the city and the environment, so we can, hand and hand, make an effort to put a whole lot of effort to build up a caring class, a caring school, and a nurturing community to save the people and the world.
I think I could study from SFU in studying nurturing in education. Even though I have already been at SFU for only seven a few months, there are a few great impressions that I have received from SFU. I found that my instructors or professors or instructors at SFU have the spirit of nurturing in the manner they plan and use their curriculum in their teaching learning activities. I came across, for example, that the professors can form a versatile curriculum and teaching learning process to meet our needs as their students. I think my professors at SFU put a lot of work to help us learn and engage in our learning. I also find that on the SFU website, it shows that SFU as a community cares for the environment, culture and variety. I believe I learn how to care and attention in coaching from watching my professors, and how they design and carry out their teachings; each professor distinctively helps us become positively engaged with the training material.
In doing my coaching, I have to be aware of my students needs while I am developing the analysis program curriculum, and curriculum for my coaching learning activities, including planning, and implementing my curriculum, and then, supplying analysis to my students. Since might work as a instructor in my faculty of education generally are developing a curriculum for my tutorials, writing some learning paper and non printed materials, expanding some item lab tests, and do some teachings, therefore i plan to develop a flexible curriculum for my teachings, but, I have to make certain that I could do that, in my own online guide, since in my own office there is a rigid procedure regarding those kind of issues. At least, I can have a flexible curriculum in my own in person tutorials. I also want to include some materials about ecological literacy and looking after the communities into my curriculum and in coaching learning activities. Environmental problems have been a significant problem in my own country, therefore i think I need to bring it up the problems to my student teachers, in order to coach their students to care for the environment. I think I am going to show my students the 11th hour film and allow it be the topic for my category discussion. Therefore, my curriculum should help my students to build up their caring for themselves, their own communities and their environment. In doing my coaching, either in face to face or in online guide, I can do some actions as follow (based on my knowledge of Cardwell, 2008), I recommend that as a caring teacher for all of my students I have to be a student-oriented teacher, therefore i have to use some coaching strategies that can make my students become involved and employed in their learning, I also have to treat all students with value; therefore, I have to be careful in using some words that can show my admiration to my students. Furthermore, as a caring teacher I also have to have confidence in my students, to listen and to be a patient teacher and to try many attempts to encourage my students for more information deeply about the subject matter also to learn for saving the environment
In doing either in a in person or in online coaching, I also have to be considered a work oriented educator who bases my students' grades on more than home work and tests, has a willingness to adjust the workload if needed, has a willingness to give extra time to students in completing assignments, has a willingness to change the classroom guidelines when necessary, and accept several response to a question, knowing multiple perspectives. Therefore, I must provide many debate for the students to study from each others. This is done in in person or in online learning when i experienced in doing dialogue central.
Additionally, I have to learn to be a teacher that can engage students in their learning. I could do that by learning more about my subject matter and seeking to be a specialist in the topic by becoming a member of some training seminars or workshops or taking additional degree related with my subject. I also need to help my students to be independent learners who is able to provides opportunities for classroom discussions. My activities which i learn while I am learning in SFU, I am hoping can help me in assisting students involved in their learning and help them to learn more independently. Additionally, in doing some face to face tutorials, and based on my experience, as a nurturing teacher, I also have to be an active teacher who is energetic, has a sense of humor, explains to reviews and uses illustrations. Furthermore, I must also find out about providing my students with some interesting projects that can make sure they are determined to learn.
In doing my teaching learning activities, either in face to face or in online learning, I'll use dialogue as my important way to help my students take part in their learning and make my students learning deeper. Dialogue this is a learning process for students and the tutors which happens when there can be an interaction between students, the tutors, and other students to conceptualize some meanings, and when they try to apply their current understanding by making new arguments, and elaborating current understanding by representation (Scott et al. , 2008). I will use dialogue as my main coaching learning activities since by using dialogue I can learn and I can try to have a mutual understanding with my students. Based on my encounters, my students professors really like to acquire dialogue with me as their educator. This dialogue preferably can motivate them to learn.
Conclusion and Implication
Education for me personally is ways to help students to be caring for others, their areas and their environment; and, nurturing education hopefully can help me and my students to reside well inside our places, and to have moral courage to become listed on the fight to make the world habitable and humane. However, there are a few concerns as my implications that I have to put in my brain about the next issues.
How can we develop nurturing in distance education at UT?
I think I wish to apply this caring idea limited to my own teaching, since if I want to see to some of my friends relating to this idea of nurturing, I have to have some dialogue with my dean of my faculty about the knowing of including caring in our teaching programs. Perhaps I could collaborate with my other acquaintances in my own faculty to execute a workshop or workshop about the awareness of caring to some of my other educational personnel, and administrative personnel, as well as my students. I hope, this way can provide them an understanding of the meaning of caring as well as how to care for others and I can get help from the audiences about how to develop caring in universities. I also need to think about how precisely to make my students find out about nurturing in doing their coaching in their own classrooms. I think caring is really an important subject for early childhood teachers since for his or her children the professors like their parents. However, I know that this idea will ask additional time of instructors to help their students Being a caring tutor will also means that I have to provide more time to be with my students. More regularly, I must spend sometimes after my office time to meet, to talk to and to have dialogue with my students about their needs. I know that for some teachers providing additional time more than the official office hours is not easy, especially if they have got their own family. Therefore, I must mention concerning this problem in order to make my students alert to the consequences to be caring educators.
Will students appreciate being looked after? As students, I understand that I will have more motivation to learn if my professor, he/she shows his/her attention and empathy to me, if he/she asks me, if she/he needs to have dialogue with me at night and wants to help me to resolve my problems, especially in my own learning. Another example is from Noddings. Based on her connection with the caring she acquired from her educators made Noddings received the thought of providing caring in the schools (Smith, 2004). Additionally, based on my encounters students will enjoy being cared for.
What are some of the troubles in developing a caring approach to education at UT? Actually, I just want to apply my caring education for myself. However, I have to consider some issues that I might have. First, the obstacles from the administrators such as my head of my device, or my dean of the faculty; perhaps, they will question me since I will need additional time to help my students in needs, and since sometimes I'll involve some students looking forward to me before my room. I think I must describe to my administrators about why I do what I believe as my caring in education. Second, the challenge that I would face perhaps result from my other lecturers, and the other staff of other units in UT. Perhaps they'll believe that I am bizarre and it might happen that they will ask the reason why of my action about caring in my teaching, should this happen I can clarify about my believe of my coaching, but, I am hoping that my other co-workers will have significantly more understanding to my idea of education. Therefore, I believe the majority of my educational friends have the same looking after their students, as well. The challenge that I would have perhaps result from my friends who are in charge in some units related to students' affairs, for example, my friends who work in the subscription or in the assessment device. In UT some students sometimes have problems related to registration device or examination device. Therefore, I'll often go directly to the units asking for helps. Last but not least, the issues that I will face in making use of my notion of caring are coming from my students. Despite the fact that my students generally are early youth education professors, or primary instructors, but I must remind my students to commit in learning and in training this caring idea in their own classrooms since their role as carers is vital to their students; perhaps, to help my students more, I provides a lot of examples to give students the concepts and types of how to do caring in their classrooms.
In conclusion, I can say that putting into action caring in my job as a professor can help me to care for others, and I believe by looking after others, I could help others to be better people and, as well, I'll learn to be an improved person. Over time, I am hoping, my students and I can help to maintain and also to improve our community to save the environment. And I am hoping by caring we can help ourselves and our students become what Orr (1990) has in mind in WHAT EDUCATION MUST BE FOR, which is to make more peacemakers, healers, restorers, storytellers, and fans of every shape and form. Therefore, with care in my own approach to life, I hope I can answer Orr's question in what education is designed for.
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