Module 3E: The More, The Better


I would like to reflect on this module by interpreting this post’s title in several ways:

The more, the better. The more the teacher seek for professional development, the better. Learning is a lifelong process, cliché as it may seem. But that is just how it works. As long as we live, we will continue to acquire new information, learn new skills, or appreciate things in different perspectives depending on how we understand them. As for teachers, I believe that it is essential that they subject themselves in activities that will enable them to learn further for the benefit of the students that they teach or will teach. Teachers can enroll in advanced degrees or they can join training-workshops or seminars in order to update their knowledge and skills with the current trends and innovations. As mentioned, with this advancements, students will be able to learn more because of the efforts made by their teachers. However, not all educators are open to this because of financial and time constraints, their attitudes and beliefs, and the lack of support from their workplace as well as their families. The government can do so much by giving out support to the teachers so that they can pursue lifelong learning.

The more, the better. The more the teacher seek for scholarship of teaching and learning, the better. Students will always be the beneficiaries of a teacher’s efforts that is why a teacher’s concern for his/her students can make him/her question the effectiveness of his/her methods, strategies, and media being used. It is much better if the teacher will always think about student learning and how he/she can further improve the instruction to also improve the students. Research studies in this area must also be shared to the public so that they, too, can benefit from one’s best practices.

The more, the better. The more the teacher engage in professional learning communities, the better. When teachers as well as students are open to the exchange of ideas, arguments, and information, among others, it will foster a good academic relationship among them. Students will grow confidence in themselves and may strive hard to be able to share more to the group. They will be given a chance to express themselves and to share their take on things. Further, they will feel that they are not just the receiver but the source of information as well. As for the teachers, engaging in professional learning communities can allow them to collaborate with their co-teachers and peers. It can enable them to learn from their best practices which they can apply in their own classroom. Moreover, their open communication with their students will enable them to hear out their sentiments thereby making it easier to tailor fit classroom activities with the needs and interests of the students.


Center for Engaged Learning (Producer). (2013, September 9). Key Characteristics of the Scholarship of Teaching and Learning [Video file].

Center for Engaged Learning (Producer). (2013, August 16). Scholarship of Teaching and Learning vs. Scholarly Teaching [Video file].

Haigh, N. (2010). The Scholarship of Teaching & Learning: A practical introduction and critique. Auckland, NZ.

Roberts, S. & Pruitt, E. Z. (2009). The professional learning community: An overview (Chapter 1). In Schools as professional learning communities: Collaborative activities and strategies for professional development (2nd ed.). Thousand Oaks, California: Corwin Press, pp. 1-25

Soni, S. (2012). Lifelong learning – Education and training. FIG Working Week 2012, Rome, Italy.

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