Context

Context and Environment

Of course, it must be borne in mind that this form and philosophy of education has been designed with specific regards to the Trust and how it operates: that is one-to-one or small groups and may not be suitable for larger institutions or bigger groups. In the context of the Trust, the corpus of knowledge and skills can be imparted as stated above via the humanistic approach embracing the individual condition and aptitudes (or latent aptitudes).

In this manner, the relationship between teacher and student may be likened to one of partnership and exchange and joint discovery. Rather as in past ages, a master might have an assistant or protege. This does not mean there is an absence of discipline or of protocols. The Trust has strict guidelines as to the conduct and structure of how teaching takes place and what both the teacher and the student can expect from each other.

For example, the ethos of my Trust pedagogy requires that the context and environment should attain the following as part of its overall procedure and structure: 

(i) enabling the student to feel comfortable with how teaching or instruction is undertaken. 

(ii) enabling the student to feel relaxed to ask questions and to have instruction/guidance repeated if necessary. 

(iii) to enable the student to feel that the teacher is attentive to understanding the condition of his learning, the speed of his ability to learn. 

(iv) to provide a safe and positive environment and to feel that there is support. 

(v) to provide an environment where the student is not overwhelmed by yet is given challenge and encouraged to exert and extend himself. 

(vi) to ensure the student is able to perceive his own progress and attainment. 

(vii) setting clear guidelines and parameters with regards to the ethical, social, moral goals and behaviour that is required.

(viii) enabling the student to feel valued and that it is possible for him to make progress, and to foster self-confidence.

The teacher must have in mind that he has a corpus of knowledge or experience even perhaps of wisdom and the job of the teacher is to share this to enable the student to have what the teacher has. It is his job to enable the student to grow so that one day the student may surpass the teacher perhaps.

But even on the most modest level at the end of their association, the teacher should feel that he has benefitted the student and enabled growth to take place and the student should feel that he is more accomplished, confident, and enriched and better equipped for his journey through life.

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