Imoto Haruhisa: Authentic Philosophy of Learning
Learning can be anywhere. One of the big impacts if I can learn from other experiences. I would like to share what I thought from the lesson Teacher Imoto Hiruhisa: https://www3.nhk.or.jp/nhkworld/en/ondemand/video/4003133/ (I learn about him from this link)
Descriptions of Imoto Haruhisa
Let’s meet Imoto Haruhisa, a 50 years old age Math teacher. As a Japanese teacher, he represents the claim of people’s assumptions related to the Japanese education system, the quality of the lesson. The personal character and his Math teaching styles were pictured how Japanese education is implemented. As a discipline teacher, he comes to the school in the early morning to evening. Even when the school is off, he keeps going there to spend his time assessing students’ work and give feedback. Besides teaching formal school in the morning, he has the responsibility to attend evening learning with the students from the school to accompany orphanages studying.
Inspiration(s) drawn from his own ways of teaching
A common assumption, Math has frightened and been a nightmare for almost all of the students, in terms of the lesson or the teachers. It is different in Imoto class. The students are enjoying the lesson since the class fulfill with curiosity, freedom, and different type of learning Math because the teacher does not use a textbook. He believes that teaching is not the formulation of teaching students something correct or wrong, but encouraging students more to think. This meaningful Math is formulated based on the students’ thinking and communicate the thought as the language.
Inspiration(s) drawn from how he was raised by his mother
“bad is good” and “bad is best” is the principal to create a critical element of learning. Modify the presumption on “bad is bad” and “bad is worst” to be something valuable as the acceptance part of learning, which is the goal of teaching. He learned it from his mother, who loves and accepted him as he is, and his older brother’s resilience as he is fulfilled with his boundaries made him today. He acquires the students as they are unique and reliable. Coming to these experiences, therefore, his philosophy of learning is two, valuing the teaching and be authentic.
Inspiration(s) drawn from how he conducted CSRA on his failure as a homeroom teacher
As valuable of teaching, he amended the students’ task from textbook and memorization oriented into focus on utilizing critical thinking to initiate every possible solution. He prepared the materials and any assessment beyond out of the general Math textbook given in his own way. Drawing students’ original problems and logical thought resulted in the student’s ability to use the metacognition to initial the answers. Since there is no right or wrong answer in Imoto’s class, the students creatively encounter the possible answers to be proposed, question the thinking and the answer because he lets the solution appear within students’ discovery, not by teacher taught, understand the changes, be able to reflect, and reprocess between the knowledge connections and the mistakes. When getting the feedback, students check the mistakes and learn it, discuss and compare with the peers and teacher in case there are left misconceptions. The teacher spends time on the other side providing feedback of students working one by one, identifying student mistakes, creating student inaccuracies in the problems for the next meeting to be analyzed and addressed together because sometimes students do not realize why and where the errors are being referred to.
Although he is graduated from engineering school, the authenticity of becoming a teacher is perfectly presented. Without getting microteaching practices and pedagogy class, he embodied being genuine, paying attention to his attention as a teacher. He makes teaching more valuable in his own way. What is the teacher actually do? Facilitate students to learn their own brain and to have fun. There is an incredible moment and satisfied when the teacher can face the students’ “eureka” moment.
Teaching is not something fixed, and the teacher does not teach what is correct but encourages students to think freely and learns alongside the students.
He provides a safe and supportive learning environment. Teaching is more than teaching and then finished or educating human beings and left the responsibility of what have planted. He is mindfully creating the bridges for students to communicate students thinking ahead, whereas this view considers education as creating situations in which students can interact with the learning material to build knowledge. It is far above the description of an engineer or being a teacher. The concept of teaching is that we cannot only focus on the subject lesson because it makes the teacher going far away from the students. Instead, the teacher should face the person in front of him, the students who need more attention to be polished as a human being, not created a robot with exact goals and finalized according to the society pictures. Thus, being authentic generates the passion of teaching wholeheartedness.
