WEEK 9:
Good Morning, as I have had just one teaching experience at my school I thought I would reflect on the readings throughout the unit, the National Professional teaching Standards (domains) and some thoughts about successful educational practice used in other countries.
The domain I choose to examine is 'Commitment' (6+7)which 'encompasses the capacity of teachers to reflect critically on their own practice'
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/national-professional-standards-for-teachers/
Teachers can fulfil this commitment by engaging in professional development and through 'personal and collegial professional learning'. This standard/domain recognises that teachers do not operate in a vacuum/isolation but are part of a network that values the links between school, the home and the wider community and considers the impact and influence of these links as part of the make up of the social and intellectual development of the student.
I thought it would therefore be interesting to compare the Australian system of professional development with that of other leading Education stakeholders in different countries.
Below I have added a few links to the Finnish Education system, some give a broad overview and others are more specific.
http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/?no-ist
This link provides information and an overview of why Finland’s schools are so successful. A range of practices from providing free school meals for all secondary students, free transport and assistance for rural areas, strong links to the home and community the students live in, autonomy for teachers to implement good curriculum, based on the needs of the student, that can be tweaked for the individual if necessary.
This has not always been the case, historically Finland lagged behind other countries but a reform of the system has seen Finland climb to the top, along with Asian countries, to gain international status as a world leader
http://www.nea.org/home/40991.htm
The key elements of reform are as follows:
Resources for those who need them most.
Qualified teachers.
Evaluation of Education.
Balancing decentralisation and centralisation (Laukkanen, 2008, p.
I find this really interesting for a variety of reasons, education in Finland is fully funded by the government ( including all transport and meals for secondary schools) schools are well resourced and funded. Unlike the USA and other Western countries, Finland has moved away from the centralised system of testing that many western societies still use. Instead a system is in place in' which highly trained teachers design curriculum around the very lean national standards'.
http://www.nea.org/home/40991.htm
Although the Australian Education system is different to that of Finland in that our system is a more 'centralised system' based on the industrial 'prepare the worker for work' mind set and our system is a mix of public, private and independent schools with differing levels of funding, I see similarities in examples of highly trained teachers who 'use' curriculum to meet national standards whilst preparing students for further study and 'life skills' aspects of their learning.
The example I am using is 'Oriana' the Biology Teacher (LEO: Teaching Example) who in a logical and structured delivery breaks down specific syllabus requirements and outcomes/aims in order to prepare HSC students for the language specific criteria they will face in their exams. Using a clear visual format (smartboard) and textbooks, ipads and class discussion she clearly models (guides, prompts and repeats) the information in real time, allowing students to adjust work (using class examples on board) whilst discussing validity of sources, comparison and evaluation of data. Students immediately share work on edmodo and receive feedback, from the teacher and from each other. Peer learning is evident, the class is small and focused and on task, there do not seem to be any behavioural issues at all.
This teacher is well prepared and organised, she is developing crucial skills the students can take into everyday life, analysing and understanding a text, recognition of key instructions and terms, higher order thinking skills (thinking conceptually).
This teacher meets standards:3.3.5.
Design and use highly effective teaching strategies linked to assessment outcomes.
4.2.5
Create, select and use a variety of appropriate teaching strategies and
resources including ICT and other technologies to make content meaningful to students.
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/nsw-professional-teaching-standards/
This teacher also shows a high level of personal and professional commitment to her students and her profession, she is an excellent model teacher for new graduates to observe. The level of engagement in her class is high, although these students are HSC level and have chosen Biology as an obvious area of key study, they seem genuinely interested and engaged. If the class consisted of disruptive/disengaged students the lesson would have possibly not have been as successful.
The video below is a humorous look at a classroom where an intelligent but disruptive student takes over the class, this would be far less funny in a real life classroom situation. To deal with behavioural issues there seem to be key themes/elements a constructive classroom should try to achieve. The first is to establish an environment that is 'positive and conducive' to learning. LEO: (lecture 8), studies into behavioural issues in Australian classrooms show that most issues are minor, however these if left unchecked can escalate into more disruptive events.
The recommendation is to intervene as soon as problems arise, try to diffuse the situation and move on.
One recommended strategy is to logically assess the situation, to try to remove personal feelings/bias from the situation (Leo. Lecture 9) by applying the A_B_C method a teacher can (A) examine what happens directly before the incident, (B) describe the behaviour (Jane threw the book..) and then (C) find the consequence, what would the student gain/loose from this action ( did they 'not complete task' waste time until lesson end, attention...)
Once the teacher has followed this method they can design a management plan based on factual, rather than emotive information.
In the analysis of 'good' teaching strategies, exemplified by 'Oriana' the Biology teacher it is obvious that this teacher is reasonably strict, fair, has a sense of humour and has taken time to build relationships with her students, crucial element required by students of teachers if they are to succeed, in the case below, the new/sub teacher has not built relationships, loses his humour and vastly underestimates the intelligence of his disruptive yet clever student.
Both teachers are committed to their teaching area, one has a much better grasp of how to create, maintain and grow a learning environment.
http://www.youtube.com/watch?v=WxB1gB6K-2A&feature=share&list=PLB15A4C3DF937FB67&index=13
The article below gives the views of an American teacher who now teaches in Finland and has had somewhat of a mind shift regarding 'western teaching practice' it is interesting to me to read a different perspectives as I try to prepare for the huge responsibility of a young persons education
http://www.edweek.org/tm/articles/2013/11/26/ctq_walker.html
http://www.weareteachers.com/hot-topics/special-reports/teaching-around-the-world/finlands-a-plus-schools
jenz
Communicating with educators and stakeholders in the education system
Thursday 24 April 2014
Wednesday 9 April 2014
First Prac:Hooray!
Today I went to Springwood High School in the Blue Mountains as a Prac student, I joined the English department and was allocated a supervising teacher to observe. When I say today I actually mean yesterday, as I will be going on Tuesdays (by negotiation) and Wednesdays, this is make up for lost days before the teaching block.
Springwood seem happy to have me, and I am happy to oblige. I spent yesterday shadowing a very experienced teacher throughout her day, I observed years 7,9 and 10 and also two extension English classes. Through the day I watched, from various different seats, sometimes at the front, side or the back of the class.
On occasion I helped a student with a small task at the request of my teacher, she introduced me and tried to include me in her classroom as much as possible, she succeeded.
I was impressed with the calm manner in which she addressed students, her voice did not rise and only on one occasion did I see her reprimand a student, as a phone was being confiscated and the student involved had several behavioural issues, the incident passed by without too much disruption in class.
I felt that this teacher had genuine empathy and concern for the well being of her students, she walked around the class room from time to time, discussing or encouraging students, checking work, offering suggestions on ways to improve before moving back to the front. When she was at the front, she usually sat to the side to address the class, but more often than not she would move from one spot to another. The effect of this was twofold as not only could she monitor work from students toward the back, keeping them on task, but the students seemed to enjoy the individual attention they received ( encouragement, prompts and suggestions). I felt that although this class was mixed ability with two supported students it was inclusive and positive practices were the norm.
The teacher mentioned to me that she had a practice of trying to speak to each student she taught in the course of a day, she found that since she had adopted this (even though it was time consuming) the effects on class behaviours were noticeable. Some of the students were from difficult backgrounds and faced challenging situations at home, this teacher showed she cared about them, not surprisingly she also seemed fairly popular.A student asked me if I liked school and I said some of my teachers were great, but a lot were not.This student said they liked her class, and what they liked was the fact that she showed genuine interest in them, they knew she made an effort to make lessons interesting and said 'she had thought about them by finding stuff to do they might like'.
This teacher exhibited many Constructivist/Holistic teaching strategies and methods.
Poplin,M. (1988) Holistic/Constructavist Principles of the teaching Learning Process.http://Idx.sagepub.com/content/21/7/401
Lessons were started by a re-cap or short discussion relating to the topic, to refresh the memory of those who had forgotten, it was a mixed ability class and a few students had attention and behavioural issues.
This teacher exhibited, by example and modelling of positive behaviours, standards 3.4.4, 5.2.1 and 6.64.
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/national-professional-standards-for-teachers/
The lesson was logically ordered, in doing so the teacher was building on previous knowledge, the students made connections, not always immediately but with further explanation/discussion/questioning she was able to reconnect or redirect them, most stayed on task. This 'sequencing of events' is key, according to Zeicher (1995, p.7) in the Nilsson reading online this last week and suited to a 'mid level class' as often, or in tandem, some scaffolding is used through individual teacher focus/attention or peer group work.
This type of support kept disruptive behaviours to a minimum and allowed a reasonable omount of work to be attempted, if not completed.
Nilsson, P. From lesson plan to new comprehension: exploring student teachers' pedogogical reasoning in learning about teaching.
European Journal of Teacher Education
Vol. 32, No. 3, August 2009, 239–258
ISSN 0261-9768 print/ISSN 1469-5928 online
© 2009 Association for Teacher Education in Europe
DOI: 10.1080/02619760802553048 http://www.informaworld.com
Although I have only been at the school for two days, I have been given the opportunity to coach the debating team, help students who have literacy deficiency (reading). On Wednesdays I will help the drama team, who have a musical performance in 6 weeks ( I am hair and make up, in a previous life I worked in TV and film) and also help with reading parts and characterisation.
It has been fun, can't wait to go back.
Throughout the teaching day my supervising/mentor teacher has popped up slides, power point and given links to student's. initially the school had a 'each student laptop initiative' however Government funding ran out (meaning that some students had the resource and some did not) also the feed back I received about ICT in the classroom (standard 2.6.1)was that due to the inequity of distribution of resource (computer's) there was disruption in the class. The devices were a distraction rather than a learning tool that enhanced learning, interesting. Perhaps as the school raises funds and devices are evenly distributed they will be re- introduced, at the moment only staff use them in the classroom
http://www.boardofstudies.nsw.edu.au/new-nsw-k10-syllabus/
Monday 24 March 2014
Making a Teacher.. 3/24/14 at OneTrueMedia.com
There are many elements to good teaching, here are some of my thoughts in a
short video clip I made. It examines the possible problems and anxieties of future teachers, and thoughts of teachers who have lost their passion, enthusiasm and love of teaching. As we prepare to teach it is natural that we question, 'what kind of teacher do I want to be?' and 'How can I make that happen?'
The NSW Institute of Teachers framework for Teaching Standards is a map for teachers and future teachers, the document clearly state attributes and qualities that a graduate must have in order to teach to the standard.
Element 2.1.3 states a graduate must have 'knowledge of students varied approached to learning' and 2.1.4, 'knowledge of how students skills, interests and prior achievements affect learning'. These elements are a platform from which graduate teachers can learn to effectively plan lessons that are challenging and extend the student through their ZPD (zone of Proximal development) a theory constructivist Lev Vygotsky developed when a student processes the information to 'make new knowledge' with the assistance of 'a more advanced partner' (Duchesene,S,Bochner,S, Mcmaugh,A & Krausse,K. 2013).
In order to know what the student is capable of a new teacher must assess previous work, discuss with students and other teachers, what has been learned and how and build upon existing knowledge, to facilitate the creation of new knowledge.
All of the teachers in my video clip demonstrate the opposite values and attributes of what I would consider to be a great teacher
Duchesene,S,Bochner,S, Mcmaugh,A &Krausse,K. 2013. Educational Psychology, for learning and teaching. Cengage Australia.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards/
short video clip I made. It examines the possible problems and anxieties of future teachers, and thoughts of teachers who have lost their passion, enthusiasm and love of teaching. As we prepare to teach it is natural that we question, 'what kind of teacher do I want to be?' and 'How can I make that happen?'
The NSW Institute of Teachers framework for Teaching Standards is a map for teachers and future teachers, the document clearly state attributes and qualities that a graduate must have in order to teach to the standard.
Element 2.1.3 states a graduate must have 'knowledge of students varied approached to learning' and 2.1.4, 'knowledge of how students skills, interests and prior achievements affect learning'. These elements are a platform from which graduate teachers can learn to effectively plan lessons that are challenging and extend the student through their ZPD (zone of Proximal development) a theory constructivist Lev Vygotsky developed when a student processes the information to 'make new knowledge' with the assistance of 'a more advanced partner' (Duchesene,S,Bochner,S, Mcmaugh,A & Krausse,K. 2013).
In order to know what the student is capable of a new teacher must assess previous work, discuss with students and other teachers, what has been learned and how and build upon existing knowledge, to facilitate the creation of new knowledge.
All of the teachers in my video clip demonstrate the opposite values and attributes of what I would consider to be a great teacher
Duchesene,S,Bochner,S, Mcmaugh,A &Krausse,K. 2013. Educational Psychology, for learning and teaching. Cengage Australia.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards/
Saturday 15 March 2014
I have almost decided that my Teaching Philosophy will be that of a Humanist, that is to say I will adopt some of the thoughts and practices of Abraham Maslow (1908-70) who developed 'Maslow's Hierarchy of human needs. In the setting of Education the theory can be implemented through the development of positive self esteem in the classroom, programs and lesson planning that 'develop positive feelings in children about their own competence and effectiveness' Duchesne,S. Bochner,S. McMaugh,A and Krause,K.(2013. pp 240-1).
Maslow believed that if our basic and growth needs are met as we grow and develop we can achieve a sense of actualisation or fulfilment, these theories see the developing human as a whole, humanism recognises the qualities of life (literature, Art, music) and the experiences that connect us to them as an essential components of human growth. He recognised that humans have great potential to 'set goals, solve problems and achieve their potential' (2013, p.238).The recognition of the uniqueness and individualism of the human is key to this theory, I hope to bring this into my teaching practice, through respectful and positive teacher-student interactions.
This theory connects to Professional Teaching Standards 2,3,4,5 and 6.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards
Duchesne,S.McMaugh,A,&Bochner,S. (2013). Educational Psychology for Learning and Teaching.Cengage Learning.
Maslow believed that if our basic and growth needs are met as we grow and develop we can achieve a sense of actualisation or fulfilment, these theories see the developing human as a whole, humanism recognises the qualities of life (literature, Art, music) and the experiences that connect us to them as an essential components of human growth. He recognised that humans have great potential to 'set goals, solve problems and achieve their potential' (2013, p.238).The recognition of the uniqueness and individualism of the human is key to this theory, I hope to bring this into my teaching practice, through respectful and positive teacher-student interactions.
This theory connects to Professional Teaching Standards 2,3,4,5 and 6.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards
Duchesne,S.McMaugh,A,&Bochner,S. (2013). Educational Psychology for Learning and Teaching.Cengage Learning.
D
Douchy's blog for interesting reading
Andrew Douchy - of Douchy's Blog on ICT and Education, minds that the
mundane reality of IT 'wags the pedagogical dog'. A good rant, a good read. It seems that at his school, all social media is blocked.
This is a great blog from a science teacher in Victoria. Recent posts include very detailed information about screen-casting, and an article about using ipads for microscopy. A useful resource for ICT Teachers, will help to meet some of the criteria of Professional Teaching Standard 2: Implement Teaching strategies for using ICT to expand Curriculum Learning opportunities for students,
The review on best screen-cast softwear is an at a glance summary of tools for a variety of prices/pockets and differing needs, from the simple to the professional finish.
mundane reality of IT 'wags the pedagogical dog'. A good rant, a good read. It seems that at his school, all social media is blocked.
This is a great blog from a science teacher in Victoria. Recent posts include very detailed information about screen-casting, and an article about using ipads for microscopy. A useful resource for ICT Teachers, will help to meet some of the criteria of Professional Teaching Standard 2: Implement Teaching strategies for using ICT to expand Curriculum Learning opportunities for students,
The review on best screen-cast softwear is an at a glance summary of tools for a variety of prices/pockets and differing needs, from the simple to the professional finish.
Tuesday 4 March 2014
This interesting conversation caught my eye today on twitter, it is relevant at a time when we, as future graduate students are preparing and implementing knowledge and strategies to fulfil our responsibilities and requirements as teachers. The National Professional Teaching Standards ( particularly standard 6) stands out as a solution to the UK problem, though the implementation of all 7 Standards across the curriculum is essential. I feel this demonstrates exactly why the implementation of Professional Teaching Standards is such a useful tool, it guides teacher training, learning, future goals and essential skills, and links into curriculum aims and outcomes by providing the attributes a teacher needs to meet successful student outcomes.
Is Teaching Still a Profession?
Twining,T. Professor of Education (Futures). The Open University. March 4th, 2014.
https://theconversation.com/is-teaching-still-a-profession-23805
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Thursday 24 April 2014
WEEK 9:
Good Morning, as I have had just one teaching experience at my school I thought I would reflect on the readings throughout the unit, the National Professional teaching Standards (domains) and some thoughts about successful educational practice used in other countries.
The domain I choose to examine is 'Commitment' (6+7)which 'encompasses the capacity of teachers to reflect critically on their own practice'
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/national-professional-standards-for-teachers/
Teachers can fulfil this commitment by engaging in professional development and through 'personal and collegial professional learning'. This standard/domain recognises that teachers do not operate in a vacuum/isolation but are part of a network that values the links between school, the home and the wider community and considers the impact and influence of these links as part of the make up of the social and intellectual development of the student.
I thought it would therefore be interesting to compare the Australian system of professional development with that of other leading Education stakeholders in different countries.
Below I have added a few links to the Finnish Education system, some give a broad overview and others are more specific.
http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/?no-ist
This link provides information and an overview of why Finland’s schools are so successful. A range of practices from providing free school meals for all secondary students, free transport and assistance for rural areas, strong links to the home and community the students live in, autonomy for teachers to implement good curriculum, based on the needs of the student, that can be tweaked for the individual if necessary.
This has not always been the case, historically Finland lagged behind other countries but a reform of the system has seen Finland climb to the top, along with Asian countries, to gain international status as a world leader
http://www.nea.org/home/40991.htm
The key elements of reform are as follows:
Resources for those who need them most.
Qualified teachers.
Evaluation of Education.
Balancing decentralisation and centralisation (Laukkanen, 2008, p.
I find this really interesting for a variety of reasons, education in Finland is fully funded by the government ( including all transport and meals for secondary schools) schools are well resourced and funded. Unlike the USA and other Western countries, Finland has moved away from the centralised system of testing that many western societies still use. Instead a system is in place in' which highly trained teachers design curriculum around the very lean national standards'.
http://www.nea.org/home/40991.htm
Although the Australian Education system is different to that of Finland in that our system is a more 'centralised system' based on the industrial 'prepare the worker for work' mind set and our system is a mix of public, private and independent schools with differing levels of funding, I see similarities in examples of highly trained teachers who 'use' curriculum to meet national standards whilst preparing students for further study and 'life skills' aspects of their learning.
The example I am using is 'Oriana' the Biology Teacher (LEO: Teaching Example) who in a logical and structured delivery breaks down specific syllabus requirements and outcomes/aims in order to prepare HSC students for the language specific criteria they will face in their exams. Using a clear visual format (smartboard) and textbooks, ipads and class discussion she clearly models (guides, prompts and repeats) the information in real time, allowing students to adjust work (using class examples on board) whilst discussing validity of sources, comparison and evaluation of data. Students immediately share work on edmodo and receive feedback, from the teacher and from each other. Peer learning is evident, the class is small and focused and on task, there do not seem to be any behavioural issues at all.
This teacher is well prepared and organised, she is developing crucial skills the students can take into everyday life, analysing and understanding a text, recognition of key instructions and terms, higher order thinking skills (thinking conceptually).
This teacher meets standards:3.3.5.
Design and use highly effective teaching strategies linked to assessment outcomes.
4.2.5
Create, select and use a variety of appropriate teaching strategies and
resources including ICT and other technologies to make content meaningful to students.
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/nsw-professional-teaching-standards/
This teacher also shows a high level of personal and professional commitment to her students and her profession, she is an excellent model teacher for new graduates to observe. The level of engagement in her class is high, although these students are HSC level and have chosen Biology as an obvious area of key study, they seem genuinely interested and engaged. If the class consisted of disruptive/disengaged students the lesson would have possibly not have been as successful.
The video below is a humorous look at a classroom where an intelligent but disruptive student takes over the class, this would be far less funny in a real life classroom situation. To deal with behavioural issues there seem to be key themes/elements a constructive classroom should try to achieve. The first is to establish an environment that is 'positive and conducive' to learning. LEO: (lecture 8), studies into behavioural issues in Australian classrooms show that most issues are minor, however these if left unchecked can escalate into more disruptive events.
The recommendation is to intervene as soon as problems arise, try to diffuse the situation and move on.
One recommended strategy is to logically assess the situation, to try to remove personal feelings/bias from the situation (Leo. Lecture 9) by applying the A_B_C method a teacher can (A) examine what happens directly before the incident, (B) describe the behaviour (Jane threw the book..) and then (C) find the consequence, what would the student gain/loose from this action ( did they 'not complete task' waste time until lesson end, attention...)
Once the teacher has followed this method they can design a management plan based on factual, rather than emotive information.
In the analysis of 'good' teaching strategies, exemplified by 'Oriana' the Biology teacher it is obvious that this teacher is reasonably strict, fair, has a sense of humour and has taken time to build relationships with her students, crucial element required by students of teachers if they are to succeed, in the case below, the new/sub teacher has not built relationships, loses his humour and vastly underestimates the intelligence of his disruptive yet clever student.
Both teachers are committed to their teaching area, one has a much better grasp of how to create, maintain and grow a learning environment.
http://www.youtube.com/watch?v=WxB1gB6K-2A&feature=share&list=PLB15A4C3DF937FB67&index=13
The article below gives the views of an American teacher who now teaches in Finland and has had somewhat of a mind shift regarding 'western teaching practice' it is interesting to me to read a different perspectives as I try to prepare for the huge responsibility of a young persons education
http://www.edweek.org/tm/articles/2013/11/26/ctq_walker.html
http://www.weareteachers.com/hot-topics/special-reports/teaching-around-the-world/finlands-a-plus-schools
Good Morning, as I have had just one teaching experience at my school I thought I would reflect on the readings throughout the unit, the National Professional teaching Standards (domains) and some thoughts about successful educational practice used in other countries.
The domain I choose to examine is 'Commitment' (6+7)which 'encompasses the capacity of teachers to reflect critically on their own practice'
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/national-professional-standards-for-teachers/
Teachers can fulfil this commitment by engaging in professional development and through 'personal and collegial professional learning'. This standard/domain recognises that teachers do not operate in a vacuum/isolation but are part of a network that values the links between school, the home and the wider community and considers the impact and influence of these links as part of the make up of the social and intellectual development of the student.
I thought it would therefore be interesting to compare the Australian system of professional development with that of other leading Education stakeholders in different countries.
Below I have added a few links to the Finnish Education system, some give a broad overview and others are more specific.
http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/?no-ist
This link provides information and an overview of why Finland’s schools are so successful. A range of practices from providing free school meals for all secondary students, free transport and assistance for rural areas, strong links to the home and community the students live in, autonomy for teachers to implement good curriculum, based on the needs of the student, that can be tweaked for the individual if necessary.
This has not always been the case, historically Finland lagged behind other countries but a reform of the system has seen Finland climb to the top, along with Asian countries, to gain international status as a world leader
http://www.nea.org/home/40991.htm
The key elements of reform are as follows:
Resources for those who need them most.
Qualified teachers.
Evaluation of Education.
Balancing decentralisation and centralisation (Laukkanen, 2008, p.
I find this really interesting for a variety of reasons, education in Finland is fully funded by the government ( including all transport and meals for secondary schools) schools are well resourced and funded. Unlike the USA and other Western countries, Finland has moved away from the centralised system of testing that many western societies still use. Instead a system is in place in' which highly trained teachers design curriculum around the very lean national standards'.
http://www.nea.org/home/40991.htm
Although the Australian Education system is different to that of Finland in that our system is a more 'centralised system' based on the industrial 'prepare the worker for work' mind set and our system is a mix of public, private and independent schools with differing levels of funding, I see similarities in examples of highly trained teachers who 'use' curriculum to meet national standards whilst preparing students for further study and 'life skills' aspects of their learning.
The example I am using is 'Oriana' the Biology Teacher (LEO: Teaching Example) who in a logical and structured delivery breaks down specific syllabus requirements and outcomes/aims in order to prepare HSC students for the language specific criteria they will face in their exams. Using a clear visual format (smartboard) and textbooks, ipads and class discussion she clearly models (guides, prompts and repeats) the information in real time, allowing students to adjust work (using class examples on board) whilst discussing validity of sources, comparison and evaluation of data. Students immediately share work on edmodo and receive feedback, from the teacher and from each other. Peer learning is evident, the class is small and focused and on task, there do not seem to be any behavioural issues at all.
This teacher is well prepared and organised, she is developing crucial skills the students can take into everyday life, analysing and understanding a text, recognition of key instructions and terms, higher order thinking skills (thinking conceptually).
This teacher meets standards:3.3.5.
Design and use highly effective teaching strategies linked to assessment outcomes.
4.2.5
Create, select and use a variety of appropriate teaching strategies and
resources including ICT and other technologies to make content meaningful to students.
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/nsw-professional-teaching-standards/
This teacher also shows a high level of personal and professional commitment to her students and her profession, she is an excellent model teacher for new graduates to observe. The level of engagement in her class is high, although these students are HSC level and have chosen Biology as an obvious area of key study, they seem genuinely interested and engaged. If the class consisted of disruptive/disengaged students the lesson would have possibly not have been as successful.
The video below is a humorous look at a classroom where an intelligent but disruptive student takes over the class, this would be far less funny in a real life classroom situation. To deal with behavioural issues there seem to be key themes/elements a constructive classroom should try to achieve. The first is to establish an environment that is 'positive and conducive' to learning. LEO: (lecture 8), studies into behavioural issues in Australian classrooms show that most issues are minor, however these if left unchecked can escalate into more disruptive events.
The recommendation is to intervene as soon as problems arise, try to diffuse the situation and move on.
One recommended strategy is to logically assess the situation, to try to remove personal feelings/bias from the situation (Leo. Lecture 9) by applying the A_B_C method a teacher can (A) examine what happens directly before the incident, (B) describe the behaviour (Jane threw the book..) and then (C) find the consequence, what would the student gain/loose from this action ( did they 'not complete task' waste time until lesson end, attention...)
Once the teacher has followed this method they can design a management plan based on factual, rather than emotive information.
In the analysis of 'good' teaching strategies, exemplified by 'Oriana' the Biology teacher it is obvious that this teacher is reasonably strict, fair, has a sense of humour and has taken time to build relationships with her students, crucial element required by students of teachers if they are to succeed, in the case below, the new/sub teacher has not built relationships, loses his humour and vastly underestimates the intelligence of his disruptive yet clever student.
Both teachers are committed to their teaching area, one has a much better grasp of how to create, maintain and grow a learning environment.
http://www.youtube.com/watch?v=WxB1gB6K-2A&feature=share&list=PLB15A4C3DF937FB67&index=13
The article below gives the views of an American teacher who now teaches in Finland and has had somewhat of a mind shift regarding 'western teaching practice' it is interesting to me to read a different perspectives as I try to prepare for the huge responsibility of a young persons education
http://www.edweek.org/tm/articles/2013/11/26/ctq_walker.html
http://www.weareteachers.com/hot-topics/special-reports/teaching-around-the-world/finlands-a-plus-schools
Wednesday 9 April 2014
First Prac:Hooray!
Today I went to Springwood High School in the Blue Mountains as a Prac student, I joined the English department and was allocated a supervising teacher to observe. When I say today I actually mean yesterday, as I will be going on Tuesdays (by negotiation) and Wednesdays, this is make up for lost days before the teaching block.
Springwood seem happy to have me, and I am happy to oblige. I spent yesterday shadowing a very experienced teacher throughout her day, I observed years 7,9 and 10 and also two extension English classes. Through the day I watched, from various different seats, sometimes at the front, side or the back of the class.
On occasion I helped a student with a small task at the request of my teacher, she introduced me and tried to include me in her classroom as much as possible, she succeeded.
I was impressed with the calm manner in which she addressed students, her voice did not rise and only on one occasion did I see her reprimand a student, as a phone was being confiscated and the student involved had several behavioural issues, the incident passed by without too much disruption in class.
I felt that this teacher had genuine empathy and concern for the well being of her students, she walked around the class room from time to time, discussing or encouraging students, checking work, offering suggestions on ways to improve before moving back to the front. When she was at the front, she usually sat to the side to address the class, but more often than not she would move from one spot to another. The effect of this was twofold as not only could she monitor work from students toward the back, keeping them on task, but the students seemed to enjoy the individual attention they received ( encouragement, prompts and suggestions). I felt that although this class was mixed ability with two supported students it was inclusive and positive practices were the norm.
The teacher mentioned to me that she had a practice of trying to speak to each student she taught in the course of a day, she found that since she had adopted this (even though it was time consuming) the effects on class behaviours were noticeable. Some of the students were from difficult backgrounds and faced challenging situations at home, this teacher showed she cared about them, not surprisingly she also seemed fairly popular.A student asked me if I liked school and I said some of my teachers were great, but a lot were not.This student said they liked her class, and what they liked was the fact that she showed genuine interest in them, they knew she made an effort to make lessons interesting and said 'she had thought about them by finding stuff to do they might like'.
This teacher exhibited many Constructivist/Holistic teaching strategies and methods.
Poplin,M. (1988) Holistic/Constructavist Principles of the teaching Learning Process.http://Idx.sagepub.com/content/21/7/401
Lessons were started by a re-cap or short discussion relating to the topic, to refresh the memory of those who had forgotten, it was a mixed ability class and a few students had attention and behavioural issues.
This teacher exhibited, by example and modelling of positive behaviours, standards 3.4.4, 5.2.1 and 6.64.
http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/national-professional-standards-for-teachers/
The lesson was logically ordered, in doing so the teacher was building on previous knowledge, the students made connections, not always immediately but with further explanation/discussion/questioning she was able to reconnect or redirect them, most stayed on task. This 'sequencing of events' is key, according to Zeicher (1995, p.7) in the Nilsson reading online this last week and suited to a 'mid level class' as often, or in tandem, some scaffolding is used through individual teacher focus/attention or peer group work.
This type of support kept disruptive behaviours to a minimum and allowed a reasonable omount of work to be attempted, if not completed.
Nilsson, P. From lesson plan to new comprehension: exploring student teachers' pedogogical reasoning in learning about teaching.
European Journal of Teacher Education
Vol. 32, No. 3, August 2009, 239–258
ISSN 0261-9768 print/ISSN 1469-5928 online
© 2009 Association for Teacher Education in Europe
DOI: 10.1080/02619760802553048 http://www.informaworld.com
Although I have only been at the school for two days, I have been given the opportunity to coach the debating team, help students who have literacy deficiency (reading). On Wednesdays I will help the drama team, who have a musical performance in 6 weeks ( I am hair and make up, in a previous life I worked in TV and film) and also help with reading parts and characterisation.
It has been fun, can't wait to go back.
Throughout the teaching day my supervising/mentor teacher has popped up slides, power point and given links to student's. initially the school had a 'each student laptop initiative' however Government funding ran out (meaning that some students had the resource and some did not) also the feed back I received about ICT in the classroom (standard 2.6.1)was that due to the inequity of distribution of resource (computer's) there was disruption in the class. The devices were a distraction rather than a learning tool that enhanced learning, interesting. Perhaps as the school raises funds and devices are evenly distributed they will be re- introduced, at the moment only staff use them in the classroom
http://www.boardofstudies.nsw.edu.au/new-nsw-k10-syllabus/
Monday 24 March 2014
Making a Teacher.. 3/24/14 at OneTrueMedia.com
There are many elements to good teaching, here are some of my thoughts in a
short video clip I made. It examines the possible problems and anxieties of future teachers, and thoughts of teachers who have lost their passion, enthusiasm and love of teaching. As we prepare to teach it is natural that we question, 'what kind of teacher do I want to be?' and 'How can I make that happen?'
The NSW Institute of Teachers framework for Teaching Standards is a map for teachers and future teachers, the document clearly state attributes and qualities that a graduate must have in order to teach to the standard.
Element 2.1.3 states a graduate must have 'knowledge of students varied approached to learning' and 2.1.4, 'knowledge of how students skills, interests and prior achievements affect learning'. These elements are a platform from which graduate teachers can learn to effectively plan lessons that are challenging and extend the student through their ZPD (zone of Proximal development) a theory constructivist Lev Vygotsky developed when a student processes the information to 'make new knowledge' with the assistance of 'a more advanced partner' (Duchesene,S,Bochner,S, Mcmaugh,A & Krausse,K. 2013).
In order to know what the student is capable of a new teacher must assess previous work, discuss with students and other teachers, what has been learned and how and build upon existing knowledge, to facilitate the creation of new knowledge.
All of the teachers in my video clip demonstrate the opposite values and attributes of what I would consider to be a great teacher
Duchesene,S,Bochner,S, Mcmaugh,A &Krausse,K. 2013. Educational Psychology, for learning and teaching. Cengage Australia.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards/
short video clip I made. It examines the possible problems and anxieties of future teachers, and thoughts of teachers who have lost their passion, enthusiasm and love of teaching. As we prepare to teach it is natural that we question, 'what kind of teacher do I want to be?' and 'How can I make that happen?'
The NSW Institute of Teachers framework for Teaching Standards is a map for teachers and future teachers, the document clearly state attributes and qualities that a graduate must have in order to teach to the standard.
Element 2.1.3 states a graduate must have 'knowledge of students varied approached to learning' and 2.1.4, 'knowledge of how students skills, interests and prior achievements affect learning'. These elements are a platform from which graduate teachers can learn to effectively plan lessons that are challenging and extend the student through their ZPD (zone of Proximal development) a theory constructivist Lev Vygotsky developed when a student processes the information to 'make new knowledge' with the assistance of 'a more advanced partner' (Duchesene,S,Bochner,S, Mcmaugh,A & Krausse,K. 2013).
In order to know what the student is capable of a new teacher must assess previous work, discuss with students and other teachers, what has been learned and how and build upon existing knowledge, to facilitate the creation of new knowledge.
All of the teachers in my video clip demonstrate the opposite values and attributes of what I would consider to be a great teacher
Duchesene,S,Bochner,S, Mcmaugh,A &Krausse,K. 2013. Educational Psychology, for learning and teaching. Cengage Australia.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards/
Saturday 15 March 2014
I have almost decided that my Teaching Philosophy will be that of a Humanist, that is to say I will adopt some of the thoughts and practices of Abraham Maslow (1908-70) who developed 'Maslow's Hierarchy of human needs. In the setting of Education the theory can be implemented through the development of positive self esteem in the classroom, programs and lesson planning that 'develop positive feelings in children about their own competence and effectiveness' Duchesne,S. Bochner,S. McMaugh,A and Krause,K.(2013. pp 240-1).
Maslow believed that if our basic and growth needs are met as we grow and develop we can achieve a sense of actualisation or fulfilment, these theories see the developing human as a whole, humanism recognises the qualities of life (literature, Art, music) and the experiences that connect us to them as an essential components of human growth. He recognised that humans have great potential to 'set goals, solve problems and achieve their potential' (2013, p.238).The recognition of the uniqueness and individualism of the human is key to this theory, I hope to bring this into my teaching practice, through respectful and positive teacher-student interactions.
This theory connects to Professional Teaching Standards 2,3,4,5 and 6.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards
Duchesne,S.McMaugh,A,&Bochner,S. (2013). Educational Psychology for Learning and Teaching.Cengage Learning.
Maslow believed that if our basic and growth needs are met as we grow and develop we can achieve a sense of actualisation or fulfilment, these theories see the developing human as a whole, humanism recognises the qualities of life (literature, Art, music) and the experiences that connect us to them as an essential components of human growth. He recognised that humans have great potential to 'set goals, solve problems and achieve their potential' (2013, p.238).The recognition of the uniqueness and individualism of the human is key to this theory, I hope to bring this into my teaching practice, through respectful and positive teacher-student interactions.
This theory connects to Professional Teaching Standards 2,3,4,5 and 6.
www.nswteachers.nsw.edu.au/main-professional-teaching-standards
Duchesne,S.McMaugh,A,&Bochner,S. (2013). Educational Psychology for Learning and Teaching.Cengage Learning.
D
Douchy's blog for interesting reading
Andrew Douchy - of Douchy's Blog on ICT and Education, minds that the
mundane reality of IT 'wags the pedagogical dog'. A good rant, a good read. It seems that at his school, all social media is blocked.
This is a great blog from a science teacher in Victoria. Recent posts include very detailed information about screen-casting, and an article about using ipads for microscopy. A useful resource for ICT Teachers, will help to meet some of the criteria of Professional Teaching Standard 2: Implement Teaching strategies for using ICT to expand Curriculum Learning opportunities for students,
The review on best screen-cast softwear is an at a glance summary of tools for a variety of prices/pockets and differing needs, from the simple to the professional finish.
mundane reality of IT 'wags the pedagogical dog'. A good rant, a good read. It seems that at his school, all social media is blocked.
This is a great blog from a science teacher in Victoria. Recent posts include very detailed information about screen-casting, and an article about using ipads for microscopy. A useful resource for ICT Teachers, will help to meet some of the criteria of Professional Teaching Standard 2: Implement Teaching strategies for using ICT to expand Curriculum Learning opportunities for students,
The review on best screen-cast softwear is an at a glance summary of tools for a variety of prices/pockets and differing needs, from the simple to the professional finish.
Tuesday 4 March 2014
This interesting conversation caught my eye today on twitter, it is relevant at a time when we, as future graduate students are preparing and implementing knowledge and strategies to fulfil our responsibilities and requirements as teachers. The National Professional Teaching Standards ( particularly standard 6) stands out as a solution to the UK problem, though the implementation of all 7 Standards across the curriculum is essential. I feel this demonstrates exactly why the implementation of Professional Teaching Standards is such a useful tool, it guides teacher training, learning, future goals and essential skills, and links into curriculum aims and outcomes by providing the attributes a teacher needs to meet successful student outcomes.
Is Teaching Still a Profession?
Twining,T. Professor of Education (Futures). The Open University. March 4th, 2014.
https://theconversation.com/is-teaching-still-a-profession-23805
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