Onward and Upward. Week 9

So as the semester one draws to an end, we're discussing the future of teaching. Will we continue to value literacy and numeracy results over the well-being of students? Will technology take the place of teachers? Where do I want to be in my future?
My peers and I thought about where we would like to be in the future, and designed the mind map below.

I also thought about where teaching was going and designed another mind map.

One thing's for sure, whether we like it or not, technology is going to be a big part of our future, and I have a feeling that if you don't jump on the band wagon then you're going to be left far behind. Instead of thinking about all the negatives that can be associated with technology, we as teachers need to learn it, and then discover ways we can use it as an asset in our classrooms. 

Despite the positives, I fear the day when we use technology in  place of interacting with our students, or sending them outside to investigate our world. We must use technology in moderation, and not allow all old aspects of teaching be forgotten. 

Engage! Week 8

For students to learn, they have to be engaged. For students to be engaged they have to be interested. Below is a simple equation for student learning and development.

I also brainstormed some strategies that will help engage learners. 

As teachers we can't just think about what engages us as learners because we have different learning styles and intelligences to our students. Below are some illustrations of ways students can be engaged.

Technology

Nature

Dance

We need to observe our students and find the best ways that they take in knowledge. One of the Australian Professional Standards for Teachers is 'Know your students and how they learn.' This doesn't just happen, we have to watch and question our students so that we can help them. When they are engaged, they will learn. Learning does not need to be boring and monotonous. Our students can have fun, and learn at the same time.

Last week I spoke briefly about the worksheets I designed for my basketball girls, I rarely get nervous, but I was slightly worried about the coaches reaction to my proposition. After all, I haven't had any real teaching experience, and I'm only in my first semester of university. Just when I had talked myself into believing he wasn't going to reply, I received and email that said 'Great work Amanda, so impressed. We'll use this for the girls this afternoon.'

I probably jumped up and down with excitement for a full minute!

At training that afternoon the coach did express some doubts that the girls would be interested in filling out the sheets, but I tried to stay confident. 

When the coach had finished talking to the girls he handed them over to me to explain the sheet. I handed it out along with folders and pens I had purchased for each girl and the coach came up to me an told me he'd changed his mind. He said the girls were so engaged, and it looked like it was helping them learn by recording the training, and their progress.

I am so excited for this, the girls have their first game next week, and I can't wait to see how they go!

Coaching It Is. Week 7

I have survived week 7, and the Easter holiday is definitely necessary to wrap my head around everything.
This week something very significant happened, I began my very first official teaching role! This is so exciting, even if it is unpaid and I am actually an assistant basketball coach, I'm am really looking forward to the learning opportunities that this will provide.

For the first session I resolved to stay out of the coaches way and watch how he interacted with the players, I was surprised to find another volunteer present that I was not aware was assisting the coach. I was caught of guard as I thought it would only be the coach and I as I had previously met this volunteer in a different setting, and was unaware that he had any experience in basketball, however, I had already resolved to keep and open mind, so I reserved judgement.

Even in my first week I learnt a lot about teaching from the coach (who is also a qualified science and HPE senior teacher). It must be tough for a young male teacher to be coaching middle school female girls in a sport that requires a large amount of contact, as well as technical positioning. I was pleasantly surprised at his lack of hesitation, and yet professionalism in his interactions with the girls. He explained complex basketball concepts in ways that the girls could understand, and demonstrated them with a sense of humour, utilizing the help of the before mentioned male volunteer whenever the concept required a demonstration of physical contact. I was honoured by the Coach's trust in me when he suggested I separate from the group with the year seven and eight team to run a drill up the other end of the court. My first official teaching role reminded me why I wanted to be a teacher to begin with. I love the look on a students face when they see something you told them to do help them achieve a goal, and I love watching students make something you told their own. For example, they may mix and match the moves that you taught them, so instead of a cross over and jump shot, they may try a cross over and lay-up. This kind of creativity is what we should be encouraging from students in all areas of life. If we restrict them to only being like their parents, teachers or coaches, then how will they bring anything new or innovative into the world?

I was so excited by how much the students inspired me that I thought back to my own basketball coach. He definitely wasn't perfect, but he did have some good traits. I considered the things that I struggled with the most when he was teaching my team and I, and then I thought about ways that I could make it easier for the girls I was coaching.
I identified that something I thought would have helped me was some form of reflection, so I could see the  progress I had made from the beginning of the season to the end. I put together two worksheets, one for after training, and one for after games, that have 5-10 questions on them. The idea was that the girls would fill in a sheet each week and then by the end of the season be able to look back and see how far they have come.
I emailed the completed worksheets to the coach and now I am waiting incredibly nervously for his reply!
I've also had a look at some pictures that I thought would be inspiring for the girls and if the coach approves the worksheets I'm hoping to give the pictures out at training as well.

An example of awesome defence! Showing that there's no excuse to let a taller girl out rebound you!

To inspire the girls to work hard, even when the other team seems better. 

No one likes to practice, but everyone like to win!

Sometimes life sucks, but we always have God protecting us! 

Don't  complain about uniforms when girls used to play  in dresses and stockings!

Practice, practice, practice! 

Sometimes it's tough, and it always makes us better! 

There's more to basketball than skill, and there's more to life than success. 

Believe in yourself. 

What to Learn, Where to Learn. Week 6

The environment that we teach our students in will contribute largely to how they react to what we are trying to teach them. The environment can be physical, which could include the way the desks are arranged, or furniture placement in the room, even where the teacher stands to teach, or sits at their desk. The other aspect of the classroom environment has to do with the way the teacher makes students feel. The actions of the teacher will also determine the environment of the classroom.

The emotional environment that I want to create for my students is one where they feel welcome, a place where they can explore, and engage in things that interest them. I want my students to always feel like they can approach me with an issue, whether it's a problem in the classroom or an issue in their home life.

It is so important to me that anyone who enters my classroom feels safe, and free of judgement. 

As for the physical environment, I am really looking forward to making my classroom and exciting place to be. I would love to have lots of colours, and interesting things to make student learning exciting and engaging. Below are some pictures that I would like to incorporate into my classroom if I get the opportunity.

A reading corner!

Curriculum themed displays.

I also think a change in environment is really important to keep students interested. Taking them outside is an inexpensive way to maintain interest on the school grounds. Reading outside, or exploring outside for science is a perfect excuse. 

Going outside can also be used as a reward for good behaviour.

Nature inspires children, and gets them in touch with the world around them. Giving students time outside is more important than any fancy classroom set up, but giving students the choice to read under a tree, or a nicely set up reading corner helps teachers to allow for different learning styles, and multiple intelligences. 

The environments that we create, emotionally and physically, for our students,, has too large of an impact on their well being and learning, for us to put just a moments thought into what aspects we include when we design a classroom. We need to take in how we want them to feel, as well as how they learn, so that we can create an environment where students can flourish.

Pedagogy. Week 5

Pedagogy is when we combine method and practice in our teaching. In my third post I discussed multiple intelligences, all students are so different that just teaching in one style and one method won't cut it. As teachers we need to provide for students with a range of needs, and we cannot achieve that by picking one style of teaching, and sticking to it forever. Teaching is no longer about students sitting silently while a teacher scratches on a blackboard all day. This doesn't work! Our students need to be engaged and excited about learning, but what are we as teachers doing about this? It's our responsibility to make learning fun, and desirable for students. Children should be encouraged so they flourish within our schools, not held back, or made to feel like they are failures.

Schools should be seen as places of learning, not just as places of teaching. But are we allowing this? Does the curriculum give children  enough time to investigate beyond what the teachers instructs? Do we teach them to learn or just to listen?


She walks to the school,
dragging her feet.
Her mum didn't hit her today,
that's better than any treat.

The teacher frowns as she enters,
of course she's late again.
It's not really her fault,
her father is dead.

Her mother is either working or drinking,
She says it's her and her brother's fault,
And this got her thinking.

She's trying her best,
at school and at home.
But no-one seems to notice,
she feels so alone.

In the beginning,
her teacher started to care,
but then the principal got angry,
because the classes academic results weren't there.

Now the teacher growls and frowns,
when her maths isn't perfect,
and she can't remember her vowels.

She likes it when she's allowed to draw,
But there isn't much time for that any more.

What do we value?
Our students or their minds?
What if their hearts are hurting?
Who's going to teach them to be kind?

When do teachers get time,
to value their students.
When principals are comparing,
marks not emotions.

Why are we all focusing,
on what students can't do,
when there's more important things,
like what they're going through.

The time is past,
where all students are safe in their homes.
Where parents are sober,
and children are never left alone.

Our children are adults,
because their parents force them to be.
They have more important things to worry about,
than the letters between a and z.

So maybe, just maybe,
we should change the way we teach.
To content mixed with love,
no child is beyond our reach.

Maybe if we excite out children,
and show them there's more,
more to life than just the booze,
that their parents live for.

I know it's not always like this,
but it's getting more common.
We need to inspire not yell,
if we want to ignite passion in them.

So when we are teaching,
maybe we need to see,
beyond the curriculum,
and the principals needs.

If we don't take care of our students,
then who will they be?
Not just when they're finished year twelve,
but when it's their time to lead?

Play by the rules. Week 4

When I thought about teaching before I started uni, there was no way I considered the role that the curriculum plays in a classroom. I have since realised that the curriculum is the base of classroom life.
Firstly, what is curriculum?

"Curriculum is everything that happens in a day." 

       -Dr Gail Halliwell

Curriculum is required to be taught on a term by term basis, but what happens when you have unplanned interruptions? What if a new student arrives from a rural school and hasn't covered the content? What if an  ESL (English as Second Language) struggles to understand your classes and falls behind. What if the required content is too advanced for the class that you have?

All these questions lead me to another. 

Does the Australian Curriculum cater for every student? 

And if the answer is yes, (which I don't believe it is) then does it allow enough time for the teacher to cater for every student? Even if the content is reasonable for the age group, what if one of the students experiences a death of a loved one and takes two weeks off school? What if several students are sick and take time off school? Is there enough time for the teacher to cater for the emotional needs of the children. If our students are distracted by trauma, or sadness, there is no way we can expect them to concentrate on verbs and adjectives, or long division. The curriculum needs to allow time for realistic interruptions to teacher's classes.

Below is a list of obstacles that I have considered possible to hinder a teacher's term. Though some are unlikely, there is still a chance of a representative of the situation being present in a class.

 Of course every problem has a solution, here are some that I have thought of, that will aid in moving on with the curriculum. 

This topic has brought up more questions than answers in my mind. What is more important in our schools? What our children know? Or how our children feel? Do we value the success or well being of our students? Does the curriculum help students to grow into good people?

Why has the curriculum become such a focus for teachers in classrooms, that is taking their focus from their students.

These are critical questions that need answering. I don't believe that I know enough just yet to form an educated opinion, but I certainly hope that I'm not the only who's asking these questions.

If teachers are focusing on the curriculum, than who's focusing on our students?

Strong or Weak? Week 3

Week 3 now of university. I'm finding that I'm coping so much better now that I have left my second job. At least the lesson that I can take away from the manager there is when you treat people well you can earn their loyalty, but when you treat them bad they will fear you and offer you no respect. Relationships built on fear quickly crumble, and you only feel relief, not regret, when you leave a situation like that.
This can also be applied in the classroom. If students fear you, they might do what you say, or get good grades, but if you don't build a genuine relationship with them, then how can you have a valuable input into their lives? Teaching using methods that cause children to fear you takes away a brilliant opportunity to make a whole group of students feel valued, and like they are capable of something great.

This week I did a lot of reflecting on my strengths and weaknesses. To help me identify what they might be I undertook the Richard Step quiz suggested to us in a lecture.
My strongest result was:

1. Leadership (94%): 
2. You are good at getting projects moving again or persuading people to get stuff going - do it!
• Take opportunities to give evaluations of what is happening in company - your straight answers can help.
• You do not like to be supervised closely - make sure others are aware of this.
• You might empire-build, upset colleagues, get off-focus, ignore commitments - be aware and try to avoid.
• You may tend to intimidate others with up-front, aggressive style - let them know it is not personal.
• Your time may be better spent helping others understand you than trying to change you.

And my weakest result was:

Focus (50%):

• Actively set goals with specific timelines and figure out concrete ways to achieve them.
• You work best when you can control your work events - be aware and keep others informed.
• You thrive on regular check-ins and discussing goals progress - help others to understand this.
• Make efforts to avoid trampling on others' feelings as goals often take priority for you.
• Change is tough for you - ensure you talk and plan for change in terms of 'new goals to champion'.
• Schedule to attend a time management seminar and to incorporate the learnings in your daily routines.
• Stay away from unstructured meetings - they will be painful wastes of your time.
• I find it unsettling how accurate these results are in comparison to observations that I have made about myself. Last week I touched on how horrified I would be if students in my class were ever to fear me. I actually found it helpful that though the results listed your weaknesses, it also added a small tip that will help overcome it. 
• I have known that I can tend to be bossy and over bearing for a while now, but the small tips such as 'be aware and keep others informed', help me to feel confident that there is hope that I can work on my weaknesses to help them become strengths, or at least be aware of my weaknesses so that I don't allow bad habits to hurt other people.

Something else interesting that we investigated this week was multiple intelligences.

This picture represents the different intelligences or strengths that all people can posses. Arguably there could be more or less added, but majority of people agree that these are the most common. 

When I undertook a test to find out my own intelligences, I received 4.86 for Interpersonal, Bodily-Kinesthetic, and Visual-Spatial. My lowest scoring intelligence, (my weakness?) was Naturalistic. 

What my results, and the results of my classmates have taught me, is that everyone is so different. Even though one of my peers may be Body Smart like I am, they may actually be just as strong in the Nature Smart area. Our diversity showed me how our brains work in such different ways, and it's exactly the same in a classroom.

Just because a student doesn't show aptitude for mathematics doesn't mean that may not be an expert with their words, or perhaps they are incredibly aware of those around them. The fact that I am good at something, and not good at others show that I am human, I'm far from perfect. The students that I come across will be just a different to me as I am to my peers, I just have to make sure that students are valued and encouraged to pursue their strengths rather than constantly feel bad because they aren't as good at something as someone else in the class.

If you're always trying to be normal, you will never know how amazing you can be! - Maya Angelou

If I don't teach my students that it is a great thing to pursue individuality, and their own passions and dreams then how will they know how amazing they can be? As teachers we have to encourage students to think differently! What if we crush the Logical Smart out of a student because he wasn't good at english? What if that students held the cure for cancer within his logical brain. No matter what a student's strength is, even if it's not one shown on the picture about, it still has value. Just because it is different to ours, or different to the norm, does not mean it's wrong.

 Of course for children with diverse intelligences, they are going to require a diverse range of teaching methods. I reflected on my own schooling and thought about the aspects of learning that I enjoyed.

This week the most important thing I learned, about students and myself, was that what we define as a 'weakness' does not have to define us, and we certainly cannot let it define our students. 

As teachers we need to see the potential that our students have, and they need to know that they are more than what they cannot do. I want to be the kind of teacher that doesn't write off a student and put them in the too hard basket just because they misbehave in class, if my students aren't engaging I want to find out why! How can I help them learn? What will encourage them to participate in class? 

I will never give up on my students.

 I know that this may not always be practical, or even possible, but I never want to forget that every child has potential, and that I have to power to help them realise it.