level of constructivism depends on the task and the audience

Today I am to talk about social constructivism and although important to evaluate and reflect on your deep values when it comes to teaching and learning, I find the idea of discussing your core pedagogy away from any potential future task in the classroom as confusing. After all, with my limited experience in the classroom, would I consider myself to be a behaviourist or constructivist in my approach to teaching? Well, doesn't that depend on the task? The students? Their age, ability and knowledge? It also depends on the teachers expertise.

Do I want to come from a constructivist point of view with students developing a deep sense of understanding and "aha!" -YES!

Will I initially fall into more of a behaviourist teaching trap as I venture into the primary classroom in my first year of teaching - probably.

At this point in time, without extensive experience to fall back on, without a classroom to act in or students to know, can I assess whether I will approach teaching from a constructivist point of view?

Of course what to teach and how goes hand in hand and perhaps I need to focus more on how to teach rather than how to fill that next day with meaningful activities for the students, with assessable end results and still following this rigorous, and to the inexperienced, enormous, curriculum. Contrary to the current interpretative curriculum, I wish for the old days' strict, descriptive format, with little need to reinvent the wheel.

I am sure this wish will diminish as my program and teaching repertoire develops - perhaps as the constructivist in me finds its place.