MY TEACHING JOURNEY – Page 11 – Critical Research Journal

Supporting a student who is already proficient in the practical aspects of photography but seeks to master the English terminology of the subject presents a unique opportunity. Here are several strategies you might employ to aid her in this learning journey:

Customised Vocabulary Lists: Create comprehensive lists of photography-related terms and phrases in English, including technical jargon (e.g., aperture, shutter speed, ISO), equipment names, and common expressions used in photography settings. This could also extend to software-related terms if digital photography and post-processing are part of the course content.
Visual Aids and Labels: Given her background in photography, visual learning will be extremely effective. Use diagrams, labelled images, and real-life equipment with English names and descriptions to help her associate terms with their practical applications. This method reinforces learning by linking new vocabulary to familiar objects and concepts.
Practical Assignments with a Language Focus: Assign projects that require her to use English in real-world photography contexts. For example, ask her to write a brief in English outlining the concept for a photo shoot, or to describe the post-processing steps she has taken in a project. Feedback on these assignments can then focus not only on the photographic technique but also on the use of language.
Peer Learning: Pair her with English-speaking peers who have an interest in photography but may not have the same level of technical expertise. This can foster a mutually beneficial learning environment where she can share her photography expertise while improving her English through practical interaction.
Photography Books and Magazines in English: Recommend or provide access to photography literature in English. Reading materials written for various proficiency levels can help her gradually build her vocabulary and comprehension of photography in English, from basic terminologies to more complex concepts and techniques.
Online Resources and Forums: Direct her to online photography communities, tutorials, and courses in English. Engaging with these resources can help her familiarise herself with the language used by photography professionals and enthusiasts in an English-speaking context.
Language Learning Apps and Tools: Suggest language learning apps that focus on vocabulary building and comprehension, especially those that can be customised to include specific fields of interest like photography. These tools can offer daily practice in a fun and engaging way.
Encourage Presentations: Ask her to prepare short presentations on different aspects of photography in English. This not only helps with language acquisition but also boosts confidence in speaking technical English in public. It can be particularly beneficial if she explains concepts she is already familiar with, as this focuses the challenge on language rather than content.
Regular Feedback: Provide her with regular, constructive feedback on her use of English, particularly in written assignments or spoken presentations. Highlight not only areas for improvement but also where she has successfully used technical language correctly.
Cultural Exchange: Incorporate elements of cultural exchange into the learning process. Understanding the cultural nuances behind certain photography terms or practices in English-speaking countries can enhance her learning experience and provide additional context to the language.

By employing a combination of these strategies, you’ll not only assist her in mastering the English language terms for photography but also enrich her overall learning experience. This tailored approach recognises her existing skills and leverages them as a foundation for language learning, offering a more engaging and effective educational journey.

[Written and illustrated with the help of ChatGPT 4 and Dall-E 2]

Self-Actualisation – the subtle difference between Maslow and Rogers

While both Abraham Maslow and Carl Rogers use the term “self-actualisation” in their respective theories of human development and psychology, there are subtle differences in how they conceptualise and emphasise this concept.

Maslow’s Self-Actualisation:

Hierarchical Framework: Maslow’s theory of self-actualisation is part of his broader hierarchy of needs, which posits that individuals must fulfil (at least in part) their basic physiological, safety, love/belonging, and esteem needs before striving for self-actualisation.
Goal-Oriented: Self-actualisation, in Maslow’s framework, is often portrayed as a pinnacle or endpoint of personal development, representing the fulfilment of one’s potential and the realisation of one’s highest aspirations and talents.
Innate Drive: Maslow suggests that self-actualisation is an innate drive or tendency present in all individuals, although it may be more or less pronounced depending on various factors such as upbringing, environment, and life experiences.
Characteristics: Maslow describes self-actualised individuals as creative, spontaneous, autonomous, and focused on personal growth and fulfilment. They exhibit qualities such as authenticity, acceptance of themselves and others, and a deep sense of purpose and meaning in life.

Rogers’ Self-Actualisation (Self-Realisation):

Process-Oriented: Rogers’ concept of self-actualisation, often referred to as “self-realisation,” emphasises the ongoing process of becoming one’s true self rather than a static endpoint or achievement. It is viewed as a continual journey of self-discovery and growth.
Client-Centred Approach: In Rogers’ client-centred therapy, self-actualisation is seen as the primary goal of therapy, where individuals strive to align their thoughts, feelings, and actions with their innermost experiences and values.
Unconditional Positive Regard: Rogers emphasises the importance of unconditional positive regard, empathy, and congruence in fostering self-actualisation. He believes that individuals can fully actualise themselves when they experience genuine acceptance and understanding from others.
Emphasis on the Present Moment: Rogers focuses on the present moment and the individual’s subjective experience of themselves and their environment. Self-actualisation involves being fully present and engaged in the here and now, rather than striving for some distant ideal or goal.

Subtle Difference:

The subtle difference between Maslow’s and Rogers’ use of the term “self-actualisation” lies in their emphasis on hierarchy and goal orientation (Maslow) versus process orientation and present-centredness (Rogers). Maslow’s conception of self-actualisation is often portrayed as a culmination of individual development, achieved through the fulfilment of lower-level needs and the expression of one’s unique potential. In contrast, Rogers’ view of self-actualisation is more fluid and dynamic, emphasising the ongoing process of self-discovery, authenticity, and alignment with one’s inner truth in the present moment. While both theorists highlight the importance of personal growth and fulfilment, they differ in their theoretical frameworks and emphases, reflecting their distinct perspectives on human nature and development.