Enhanced Learning

Ed Foundations ‘Ten-teaching-tips’ poster content:

1.       Classroom time-management is critical

·         Prior planning that can anticipate possible events or outcomes. 1 (Churchill 2011, p 278). Fail-to-plan, plan to fail is a time tested adage that rings true today.

·         Don’t find myself planning the perfect lesson, only to find out I have 15 minutes remaining in the lesson. Now what? Dog and pony show? Have a backup scheme.

2.       Always flow towards the positive

·         Keep a tally of my positive and negative comments in class.  Positive comments usually create a harmonious and enjoyable classroom environment.  Negative comments or actions can ruin an otherwise great lesson, or worse – negatively affect students.

·         Some students never hear positives comments from the teacher – because they only hear negative comments that do not enhance learning. 2 (Chance 2008, p 17). 

3.       Stress to students the “goodness” of doing well

·         Simply showing up for school and marking good attendance is not the same as trying hard, producing diligent work and focusing on creating high-quality work.  Nobody rises to poor-expectations.  It’s important to realise the teacher sets the pace – and the example!  As a teacher and as a leader, I must set a good example for my students to emulate.

4.       I must always remember why I became a teacher

·         For the sake of my students – it’s critical I keep this in keen focus.  This point is similar to provocation #1 – What kind of teacher to I want to be?  The spark that was there when I first started teaching should serve as my driving force. 3   (Peters 2008, p 74).

5.       Ask the students if they have a birthday today – or this week?

·         Always strive to show my students that, as a teacher – I’m human.  Show them I care.  Show them the Birthday Bomb. Acknowledge a student’s birthday! 4   (Jensen 2009, p 144). This singular point is one of the paramount gripes of many of today’s students – the teachers’ appear indifferent and don’t care. 

6.       Check to aid – never to degrade

·         If I learn that a student has shirked his homework, would I scold the student in front of his peers? Surely not.  This action would only lead the student possibly taking revenge.  Instead of scolding and punishing my students’ to get them to learn, offer friendly encouragement, incentive to learn and make sure the student is aware of the teacher’s willingness to succor his or her learning issues. 5 (Kohn 1996, p 90).

7.       Teachers’ must maintain and protect their integrity

·         Teachers that manage high-achieving classrooms earn their respect and admiration from their students.  They do this by listening to them, ensuring high-quality of education is delivered and employing sound motivational techniques.  6   (Peters 2008, p 80).

8.       Show my students the ‘way’ – not necessarily the ‘how’

·         Every student is a unique being, with learning and thinking styles that are unique to them. 7   (Turnbull 2007, p 23).  We may be surprised by our students’ imaginative avenues of approach in creating a project or getting a job done – without our constant direction.

9.       Courage in the classroom – to do what’s right, even when its uncomfortable

·         Teachers are faced daily with as myriad of situations and decisions.  One situation may not have one-single answer.  It may be addressed by a multitude of solutions.  What if an angry parent calls and asked for a grade to be lifted? If it’s not addressed, they threaten to call the Principal. 8 (R. Infantino, R. Wilken 2009, p 4).  

10.   Understand the difference between a situation and a problem

·         [A wise teacher] can improve and adapt to situations, and fix problems.  Don’t dwell on the negative if we can’t fix it. 9  (Personal management philosophy) 

  References

[1] Churchill, R. (2011), Teaching making a difference.  Organising the learning environment, (ch. 9). Wiley and Sons Publishing.  Milton, Australia.

[2] Chance, P. (2008), The teacher’s craft, the 10 essential skills of effective teaching. Create a learning climate, (ch.1). Waveland Press.  Long Grove, IL.

[3] Peters, S. (2008), Teaching to capture and inspire all learners. Creating #1 classrooms, (ch. 6). Corwin Press. Thousand Oaks, CA.

[4] Jensen, E. (2009), Super teaching.  The productive nature of using rituals, (ch.15). Corwin Press. Thousand Oaks, CA.

[5] Kohn, A. (2001), Beyond Discipline. Chap 5. Alexandria, VA.

[6] Peters, S. (2008), Teaching to capture and inspire all learners. Creating #1 classrooms, (ch. 6). Corwin Press. Thousand Oaks, CA.

[7] Turnbull, J. (2007), 9 habits of highly effective teachers.  Thinking for yourself, (Part 1). Continuum International Publishing Group, London.

[8] Infantino, R. and Wilken, R. (2009), Tough choices for teachers, ethical challenges in today’s school and classrooms. Thinking about ethics, (Ch. 1) The Roman & Littlefield Publishing Group, Inc.  Lanham, MD. Viewed 29 April 2011.

The Reflection

  In pouring over the facts and background relating to Scottee’s motivational issues in class (Grade 9), I thought about several provocations I believed would require further thought and investigation. 

1) What will students want and need from me, and 2) What kind of teacher do I want to be?  I had a conversation with Mr Adam, Scottee’s new teacher, and we discussed in length, classroom criteria that has either positively or negatively affected Scottee’s performance in school.  When we think about motivation, it’s surprising to learn few U.S. based universities offer courses on student motivation (Bartholomew 2007, p 595).

  Often times, I’m guilty of not seeing the woods for the trees.  Day-after-day of teaching can morph the best teachers into a form of ‘auto-pilot’, and, as a result, experienced teachers may not fully realise their students’ wants, needs and desires.  In motivating students, as the teacher, this is an area is of great concern. It’s vital to recognise student needs and opinions of the course content.  As Leong (Leong 2005) said about teachers,’ it’s important to know, as soon as possible, what the students care about in the course.  Is the subject matter relevant to real-world experiences?  Ask students’ their opinions, as this can give students’ a real sense of empowerment.  It’s unclear if Scottee had an opportunity to express her opinions of the subject matter in her class. 

  This could be her reason why she disliked the class because she felt the topic was not relevant.  Scottee also detested the learning process of facts memorisation; a criticism (Glasser 1992, p 74) highlights as non-relevant to students’ learning processes.

  Also, Babkie (Babkie 2006, p 185) discusses making the lessons pertain to real-world use, and where the student s have a say in their lessons and what interests them.  This can lead to an engaged and productive classroom. 

  Returning to the provocation what will students want and need from me, it’s important for me to show that I genuinely care about the students.  Why would Scottee be motivated to learn if she saw the teacher simply didn’t care? I cannot think of a better summation about student caring than when Paul Chance (Chance 2008) mentions,

  “If teachers don’t show that they care when students do well and are disappointed when they do poorly, then teachers should not be surprised their students just don’t care...”(p 19-20).

  In addition to asking Scottee’s views on the subjects she’s learning, I was intrigued by Alfie Kohn’s (Kohn 1999, p 88) viewpoint on taking our students’ seriously, and making a diligent effort in seeking out what Scottee, or other students’ may need and actually enjoy in the classroom.  Offering students an avenue of communicating their concerns enables them to have choices and voice a say in their learning outcomes (Glasser on Choice Theory, p 74). Yes, education can be fun if we ask the students what they like.

  Mrs M, an experienced teacher who has been involved with Scottee, was also interviewed.  She provided a measure of keen insight into Scottee’s predilection for motivation. She stressed keeping Scottee engaged in a variety of tasks, and in combination of certain learning tasks is a sound method to keep Scottee engaged - not only in the classroom, but in the subject as well.  She knew Scottee’s high-level ability, and urged teachers’ that have her as a student to keep her focused and busy with challenging lessons. 

  An encounter with another experienced teacher suggested thinking of our students as customer’s, and we (teachers) as salespeople.  He added that we would not treat customers badly, i.e. tell them off and send them out of the store for no good reason.  It’s the same process with our students.  We must not treat them as unruly customers, or the alternative is they will never come back!  However, he also emphasised we, as teachers, can establish ‘conditions of entry’ into our classrooms, just like some business establishments arrange conditions of entry for their premises. 

  This leads me to my third provocation; will I be allowed to be the teacher I want to be? With the fasted-paced changes occurring in the teaching profession and with technology having such a profound effect in the classroom today – it’s going to be challenging to be the teacher I want to be. 

  I feel if I’m to be successful at this provocation, it’s important to know who I am as a teacher.  Looking at Jacquie Turnbull’s (Turnbull 2007) comments puts it in a more succinct way, she states:

  “Thinking about your identity as who you are, and your behaviour as what you do, makes it easier to recognise that your behaviour is something you can adapt and  change …” (p 34).

  In our lectures at university, Dr Shann, who teachers the Promoting Positive Learning Environments (PPLE) course at the University of Canberra (2011) has stressed that knowing ourselves will pay big dividends down the track. If we don’t know ourselves, how can we then teach others as well?  Our exercise in ‘Thinking and Learning Styles’ profile (Atkin 1998) highlighted our profiles, which revealed (roughly) what quadrant we were most likely to fit.  Many of us gleaned a fair amount of useful knowledge about our personalities and how our quadrant would adjust into our own learning and teaching styles.  To be honest with the students, and show them who I am and where I’m coming from, as a concerned educator can go a long way towards gaining the trust of my students – which, in my opinion, is one of the most important aspects of teaching human beings.

  In conclusion, after having the meaningful discussion with Mr Adam and identifying Scottee’s motivational issues in the classroom, it is apparent that Mr Adam has a renewed focus on Scottee’s classroom learning style.  We both agreed Scottee appeared to fall into the Interest Theory category, as she viewed her learning was largely based more upon importance, or, she found it useful in everyday situations. These conversations has also assisted Mr Adam with viewing a bigger-picture in the classroom, and not simply focus on one or two students who may be having difficulty with motivational issues.  Today’s competing theories on motivation, such as the interest theory, self-efficacy theory, attribution theory and the goal orientation theory do not pigeon-hole one simple solution into insights of motivation, but do touch on the inherent motivations for learning (Churchill 2011 p 118).

    Bibliography

  Babkie, A. (2006). Lock, R. (Ed.) 20 Ways to be proactive managing classroom behaviour.  (Vol. 41, No. 3).

  Bartholomew, B. (2007). We can’t always get what we want.  E-reserve reading.

  Chance, P. (2008). The teacher’s craft, 10 essential skills of effective teaching. Waveland Press, Long Grove, Ill.

  Churchill, R … [et al]. (2011). Teaching, making a difference. (1st Ed.)  John Wiley and Sons, Australia.

  Glasser, W. (1986). Three bridges to twenty-first century discipline.

  Kohn, A. (1986). Three bridges to twenty-first century discipline.

  Leong, L. (2005). Improving students’ interest in learning: Some positive techniques.  Journal of Information Systems Education, Vol. 16 (2).

  Shann, S. (2011).  Promoting Positive Learning Environments, University of Canberra unit course, Dept. of Education.

ELPC Research Journal Summary Critique

M.T.

Metacognition or also known as ‘thinking about thinking’ continues to remain an accepted axiom of the traditional classroom educational process today.  In this summary, I wanted to compare the effectiveness of established lecture-based learning methods against the introduction of problem-based learning, or (PBL), which has steadily grown in acceptance as an effective learning process since the late 70’s (Savin-Baden 2000, p 2) in which people acquire knowledge.  The teaching process of PBL is primarily based upon is the principle of using problems as an initial starting point for acquisition of new knowledge (Lambros 2004, p 1).   

In my view, whether we like it or not, most critical-thinking involves problem-solving. Life, in broad terms is a problem-solving exercise, as we face daily decisions that we react to and our thinking influences our decisions.  Problem solving can engage students in developing deep understanding and applying ideas to real-world situations (Killen 2003, p 174). As a pre-service teacher, it’s my aim to ensure my teaching is effective and targeted. 

As I examined this topic further, it became apparent that problem-based learning has been met with guarded acceptance, as well as controversy.  PBL is not without its critics. A well-known case involved the School of Medicine staff at Flinders University in Adelaide, South Australia.  After a five-year study of their traditional curriculum reform PBL was shelved, as PBL appeared to be ‘time wasting and inefficient’. However, after a 1992 PBL seminar at Harvard University attended by several of Flinders Medical School staff, they eventually adopted PBL in to the curriculum (Schwartz 2001, p 15).

Although not a world-wide endorsement of PBL, a full 125 medical schools in the U.S. report an element of PBL in their curriculums (Lambros 2004, p. 86). My immediate notion is to further investigate PBL and its varied uses in the high school classroom environment. 

In North America, McMaster University in Toronto in 1969 marked the first PBL medical curriculum to be established.  The University of New Mexico was the first to adopt a medical PBL curriculum in the United States, and Mercer University School of Medicine in Georgia was the first United States medical school to embrace PBL as its only curricular offering (Donner, 1993).

The Australian Dental Association has seen the benefits of PBL as compared to their conventional methods of education.  Since about 2001, all of the dental schools in Australia have introduced PBL into their curriculums (Winning and Townsend 2007, p 3). 

Students do not learn inside a vacuum and my reasons for promoting PBL vs. lecture-based learning stems from my belief learning is enhanced by a collaborative and socially engaged forum, rather than solely based upon individual activities. This approach is supported by Lev Vygotsky, a noted social-cultural theorist; proposed learning is an activity that is socially and culturally interacted with others (Churchill 2011, p 77).

Group-paced problem solving form the basis of my argument that PBL can be an accepted and effective method of learning and acquiring new knowledge.  Small group-work is a hallmark of PBL’s learning approach and this lends itself well to a collaborative learning environment (Lambros 2004, p 5). Also, group work tends to make the individuals in the group more accountable to the others, and this can lead to a sense of responsibility.

Another important point about PBL’s possible negative effects is the realisation of group grades.  With the emphasis on group work, do all the participants in the group perform the same level of output into the finished product? (White 2002, p 196). This is an important consideration when comparing structured classes and assignments within the framework of standard designed curriculum.

In several ways, I consider our Secondary Teaching Studies (STS) course curriculum similar to PBL, as we were assigned a lesson plan tasking to complete, however, no lecture-based outline of its final product was offered.  We were encouraged to work amongst groups if we desired.  The students compared notes at our tutorial sessions at Ginnanderra College each Thursday. 

In one of my Grade 10 Geography classes at my Prac teaching school, the mentor teacher has formed groups to complete a Power Point presentation, complete with narration and outlines.  All the groups have their outlines tasking, but no final product to view to make a comparison if they are on track or not.  I consider this a good example of PBL in action.

In conclusion, I feel a beneficial outcome of problem-based learning is life-long learning processes.  Students are able to hone group-skills, be able to speak in front of groups or an audience and form persuasive arguments that will stay with them for years.   

I can foresee PBL becoming even a greater force in the future.  With the rapid advances in technology and ICT in particular, students have a greater opportunity than ever to collaborate on-line thru services such as Google, Windows Live, and Yahoo Mail and so on. Traditional classes required face-to-face meetings, but with the expanded capability of the internet, this may become a thing of the past (Cheaney and Ingebritsen 2005, p 3).

There’s even problem-solving software written to assist students capture and practice problem-solving skills (Duffy 2005, p 198). I believe the future is bright for problem-based learning systems - now, and into the future.

References

Cheaney, J and Ingebritsen, T. (2005). Problem-based study in an online course: A case study.  Viewed 28 April 2011, http://www.irrodl.org/index.php/irrodl/article/view/267/433

Churchill, R … [et al]. (2011). Teaching, making a difference.  (1st ed.) John Wiley and Sons, Australia.

Donner, R and Bickley, H. (1993). Problem-based learning in American medical education: an overview. Viewed 6 May 2011, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC225793/

Duffy, M … [et al]. (2005). Teaching and learning with technology. (2nd ed.)  Pearson, Boston, MA.

Killen, R. (2003). Effective teaching strategies, lessons from research and practise.  (3rd ed.)  Thomson Social Science Press, Australia.

Lambros, A. (2004). Problem-based learning in middle school and high school classrooms. Corwin Press, Thousand Oaks, California.

Savery and Duffy. (2001) Problem Based Learning: An instructional model and its constructivist framework. Viewed 4 May 2011, http://www.dirkdavis.net/cbu/edu524/resources/Problem%20based%20learning%20An%20instructional%20model%20and%20its%20constructivist%20framework.pdf

Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories.  Open University Press, Buckingham, England.

Schwartz, P… [et al.] (Ed.) (2001). Problem-based learning, case studies, experience and practise.  Kogan Page, London.

White, H. (2002). Problem-based learning, writing and individual accountability in problem-based learning. Viewed on 6 May 2011, http://onlinelibrary.wiley.com/doi/10.1002/bmb.2002.494030030074/pdf

ELPC Prac Reflection #2

Another busy Prac day.  I found myself not as well prepared as I could have been with my Year 7 Geography class.  I rushed the copying of the hand-outs I needed for the class – and it showed when I gave this lesson to the students.  When I faced the class, I felt flustered and unorganised.

As I mentioned in my earlier posting – preparation is the key to a successful lesson plan and a happy class outing. As it turned out, I did most of the talking during the lesson, and did not allow for the students to be on task and doing something meaningful in regards to the lesson.  As a result, I was very tired after my class, at felt I did not achieve my learning outcomes I wanted for the students.  My mentor teacher observed this, and said I should not be the ‘centre of attention’ during class.

I also arranged to hook-up a projector to the my personal computer to show a Power Point presentation, and should of checked this before I started. I experienced a few hiccups with this operation. While I was fumbling with the nuisances of the high-tech gear, the class noise – level rose quite a bit. Again, proper preparation …

My biggest concern is ensuring I’m teaching towards the syllabus, and follow the plan and objectives as what the curriculum is aiming for. My mentor teacher said I was, and this was welcome news.

I just received my copy room PIN number today, so I can at least make copies and hand-outs for the class without chasing down a fellow teacher for their PIN number.

In preparations for my Year 10 Commerce class for tomorrow. I’m expecting the older students to ask some poignant and targeted questions.  Looking forward to this challenge. The SOSE faculty staff is very supportive and offer advice when I ask for it.

Ed Found Prac Reflection #1 – the ‘first’ days

Being assigned to a NSW’s school, I’m actually in my third-week of Prac teaching, and dare I say, it’s been quite an experience thus far.  I’m seeing that what we have learned in our Education courses is becoming valuable in the classroom environment.

My mentor teacher is a battle-hardened veteran and has experienced allot in the classroom.  He has offered me heaps of advice and noteworthy guidance.  Very candid and forthcoming with his assessments on how I’ve been doing – and its much appreciated.  I regress for a moment (...)

(…)  My first week was full of jitters.  My biggest issue was I wanted to know the students names. I decided to make little paper placards that each student could write their name on and place on top of their desks.  After I asked them to write their “real” name on the placard, they seemed to follow my instructions. This is year 7 Geography class.  Just learning the copier was a huge task – thank you ITC class!

Late in this lesson, I managed to remove their name placards and tuck them in my satchel until the next morning.  When I had them again for class – I tried my best to match the name placards with the students.  I only managed to match about 10% of the students’ names with the correct placard! Needless to say, we all had fun with this exercise – at my expense!  Most of the students were laughing at my memorisation exercise.

Proper preparation is the key! Did I say preparation? The students can sniff out a non-prepared teacher.  I learned this very quickly – especially if the class in very engaged and focused.  Also, a well prepared lesson will enable the students to glean the most from a good lesson that’s prepared and targeted.

Also, the timing of lesson plan should match the time allotted. One class, I found myself full ten-minutes short of where I was supposed to finish, ouch! ‘Dog and pony show’ perhaps to fill the time.  Oh no!  With the assessments due the same time as preparing prac lessons, I have not seen my spouse for about two-weeks now.  It’s rather tiring times …

NB: This posting has previously appeared on the 2011 PPLE Ning site. (Tutorial 2 Monday 11:30)

Module E – The Secret Thief

1.       Beliefs about the links between learning and community:

Each one of those links (learning/community) is not mutually exclusive.  I believe Steve promoted the community should have a hand in the learning process, to a degree, but allow latitude for the teachers and the school administration to meet the learning and enabling objectives for the students.

The school is an integral part of the community, and if the money is followed, the faculty is paid by the taxes the community pays to educate their children.  This may sound rather sanitary; however, a successful community desires good schooling. 

Forging positive steps to gain a student’s willingness to work together is not dissimilar to the community working hand-in-hand with the school (Gossen, The Least Coersive Road 2005).  As in Steve’s story, he made it a point to get the parents involved, and this would have caused the students to enjoy a sense of ‘bridging the gap’ between school, family and learning.

2.       Beliefs about the link of classroom management and community:

Steve intimately involved the students in the decision process from the beginning, and the students who were involved in this medieval village would have likely enjoyed this.  In terms of classroom management, students likely learn better and more effectively when they have a say in what they are doing (Kohn, Three Bridges to Twenty-First Century Discipline 1999 pg. 89). 

3.       Do I feel a growing sense of community in PPLE tutorials?

Yes.  I feel that I’m part of a growing family, almost like a fraternity that looks after one another. Also, a growing focus on the student and what quality education is supposed to looks like.

4.       What specific techniques, tools or approaches have I observed Steve using which have contributed to my sense of belonging to a community?

In our tutorials we are involved in mini ‘think-pair-share’ exercises, and I believe this stimulates and enhances our learning process.  We are able to voice our concerns and communicate any successes we encounter along the way.  I think it’s a good thing we are able to candidly learn from one another and build upon this knowledge week-by-week.  The exercises we have done to enlighten our knowledge of ourselves, I feel, is of particular value.  It’s important for one to know oneself whilst trying to teach others.

5.       Which of Steve’s techniques, tools or approaches can I see myself using on prac and/or in my first year of teaching?

Several we have been introduced to thus far.  I will likely use the think-pair-share technique to stimulate thinking amongst a group.  Circle time is good for openness. Moving desks around to maximise student contact and enhance learning.  Using the Seven Connecting Habits Glasser alludes to in his Student Needs, Quality, and Choice Theory: caring, listening, supporting, contributing, encouraging, trusting and befriending (Glasser 2001 pg. 77).

5(a). My Observation Day was an eye-opener.  It forced me to think on my feet and try to envision what I would have done in a similar situation.  I kept thinking of which learning theory/style the [mentor] teacher was employing. 

1st Observation notes:

What a fascinating day … however, I should not expect the next observation to be the same flavour or appearance.  I’m expecting a completely different experience and set-up for this week, and for subsequent observations.  The mentor teacher appeared eager to get to know us (I was with another observation candidate) and asked us many targeted questioned about our past experiences, where we were from, and many other queries.  He seemed to care about us, the school, but above all – the students.

The switched-on mentor teacher was able to usher me into three distinctly different classroom environments during the day, also in varying grade levels.  It was enlightening to witness the varied degrees of questioning techniques and pace of the classroom topic with the different grades.  I suppose student comprehension is the watch-word here. 

Class sizes ranged from 5 – yes, 5, to a rather full class of 28 students.  I noticed the majority of students in the upper grades possessed mid to high grade laptops in on their desks. I was surprised to see this, and was not prepared for all the digitized units in the classroom – although we’ve discussed this in our ELPC classes.

When I walked into the classrooms, sat down in the back, and began taking voluminous notes on the teacher interaction with the class.  Suddenly, I found myself trying to recall the various teaching theories we have covered in PPLE, and how it all related to student learning and effectiveness. 

NB: This posting has previously appeared on the 2011 PPLE Ning site. (Tutorial 2 Monday 11:30)

Module F The blond bombshell

1. What was your Observation Day 1 experience like? What thoughts/feelings did it evoke?

Naturally, I felt a bit nervous. A fellow motivated Grad Dip student was with me, so we supported each other throughout the day.  I had a few preconceived notions on what I would likely expect from the students I would meet during the day – and most of these notions that entered my mind never materialised.  I suppose fear of the unknown manifests negative thoughts ...?

The lead teacher who met us in the admin area was very switched-on.  He took us into the main staff room, where he sat us down and talked to us for a good hour.  He made us comfortable, before he ushered us to his faculty room.  He asked us many questions about our past, where we were from and desired to know our interest in teaching.  This impressed us. The lead teacher communicated oodles of information to us, and at times, I felt like I was drinking from a fire-hose, instead of a bubbler.

My first observation class was a year 10 Geography class with 19 students and the topic was Electronic Waste in Australia. I was keen to observe how the students interacted with the teacher, and the questioning techniques that were used. I happen to sit directly behind a student that was not doing any of the classwork. She was totally disengaged and made no effort.  What was the reason for this? This student perplexed me, and I found myself thinking over-and-over again, “Why is she not doing the work”? Later, I found out why. I consider student motivation an essential component of learning, and fascinated with why lack of motivation occurs in the classroom.

2. Can you think of times when you’ve idealised a teacher? In retrospect, does it seem to have been a helpful idealization? Did it help you learn?

My undergraduate statistics teacher was someone I feel I idealised somewhat.  He was able to make a topic that can be rather dry and boring – into a subject that made us realise how important stats is in our everyday lives.  His assessments on our work were filled with meaningful feedback, and he always managed to ask us another question he would write on our assessments that would related to the subject and how we could tie into real life situations using stats. I thought this was a smooth, useful way to get the point across.

3. What distinction does Steve seem to be making between the two different kinds of boundaries? Does this seem to be a useful distinction?

The distinction Steve discusses regarding the boundaries, a) legal and rules and, b) informal, no less important is a fine observation.  Early in our readings, I believe Glasser discusses we are the students teacher, and not their friend.  We as teachers, have job to do, and keeping quality education top-of-mind. Glasser continues on to say that with quality education comes quality learning. Recently, a book I read entitled 99 classroom calamities and how to avoid them, (Rayment 2006) mentions that no matter how well-liked we may be as a teacher, there’s always that 1% that does not like us. Rayment continues to say the most important thing to remember is to be friendly, honest and open with your class. (Rayment 2006, p. 79).

4. Steve suggests that if we’re mindful of our task as a teacher of a subject, then problems are avoided? Are you convinced?

Subject and content knowledge are vitally important, however, this in itself will not solve the problems in the classroom.  I feel it’s important to make an effort get to know the students as best we can – and take it from there.  Greet them at the door when they enter the classroom, make them feel important and valued as a student, and a member of this classroom.

Problems in the classroom, in my view, cannot be avoided or mitigated by subject or content knowledge alone.  We do not know what happened the night before … did they have breakfast? Family issues?  Bullying? In short, we are faced with limitless variations to students psyche when they enter the classroom.  This in itself is what keeps us on our toes, always trying to make the connection with the more ‘challenging’ students.  What if we can connect? What if we’re successful …  and the satisfaction that lies before us when we go home and realise we have won a little battle for that student.

5. What have you been reading this week? Useful?

My focus has been more what’s on the library shelf, than what it’s contained in our e-reserve reading list. I may be in trouble here, but the resource that the teaching and education section of the library has is very useful and interesting.

I am trying to make useful connections on what a teacher is to his, or her students. I came across an interesting quote in my readings, Eric Jensen said, “For many kids, the connections you form with them are more than that of an authority figure. They won’t tell you this but you may be the “away from home” mother or father to more kids than you can imagine. I should now. I was one of those kids.” (Jensen 2009 Super teaching, p. 90).

NB: This posting has previously appeared on the 2011 PPLE Ning site. (Tutorial 2 Monday 11:30)

Module G The difference between a duck

1. How are your Observation Days going? Perhaps write about one particular event: describe it, and then reflect on its meaning(s). (Note the connection here with Assignment 2)

My observation days have been an enlightening, revealing, and somewhat stressful experience. However, the last point was to be expected.  I have been amazed how the behaviour differs between the various grade levels.

I have observed a class of students which were placed together for a particular reason – as this has been fascinating to observe and learn why they were lumped together.

Being able to observe the contrasting teaching styles of the various teachers I have seen and make note of their particular methods in which they try to control the class is almost a mystic revelation.

Yes, I had observed students blurting out profanities toward me, saying disparaging remarks under their breath towards me, and so on.  I take none of these outburst personal and realise many of these students are going through a very formative period in their lives, and this mist be considered.

2. To what extent have you been troubled by a growing worry that managing diversity in the classroom is an impossible task?

This simply comes with the territory.  I believe every class is diverse in its composition; student lifestyles and backgrounds.  It’s an element of classroom management that will always be present and attention must be paid to it.  As in our readings and lectures, we will not have time to know every student at a level we can tailor our lesson plans down to the ‘nth-degree’ – no matter how hard we may try.  I feel it’s important to realise the lesson plan(s) are our roadmap for the curriculum, and ensure whatever way or methods we deliver the stated curriculum; it is done in a way that best delivers quality learning which benefits the majority of the class.

3. To what extent are Steve’s four maxims convincing? Useful?  Reassuring?

The four maxims provide a good philosophical framework for us to keep top-of-mind the diverse nature of the ever-changing landscape in the classroom.

Maxim two is of particular interest – helping student understand themselves is important to reach the end-game of assisting their learning.  I also firmly believe some students think they cannot learn because of prior experience or failures, peer pressure, hanging around with the wrong crowd, etc.  These students need our attention, and as teachers, we must be cognisant of these students so they do not fall through the cracks and simply get pushed along the grade levels.

Managing and promoting diversity in the classroom (in my opinion) would be a huge challenge, and the creativity and imagination of the teacher is an important aspect of fostering and maintaining of level of diversity (in the classroom).  We should keep open-minds to our students’ behaviour and always expect the unexpected. I feel one of the biggest challenges in the classroom is thinking on our feet and at times, making snap judgments that may affect the outcome of our best learning efforts.

4. Were you surprised by the results of the Grad Dip survey?

The only area which furled my eye brows was the amount of time students revealed they are devoting to their studies.  To initiate this survey was a good idea, and its timing seemed appropriate.

5. What have you been reading this week?  Useful?

I have been reading a few books that are targeting ‘smart thinking’, metacognition and calamities that occur in the classroom.  It’s interesting to note the differing and wide-ranging opinions of education authors and what they’re on about.  But, then again, teaching is not an exact science and bears much contemplation on our part to keep the wheels on when things go pear-shaped in the classroom!

NB: This posting has previously appeared on the 2011 PPLE Ning site. (Tutorial 2 Monday 11:30)

Teaching as an extreme sport

1. We all agree that prevention is better than cure. Can extreme classroom behaviour be prevented?

I feel as a pre-service teacher, it’s unlikely we will hit the “good student lottery” in our classes.  1   We hope for this, but we know it’s going to be a tough slog at first.  There’s good and bad classroom behaviour, which at times, will get under our skin.  Extreme can be a matter of interpretation.  If the students are swinging from the light fixtures, then yes, this may constitute extreme behaviour.  If a student continually taps his pen on his desk throughout the lesson, does this indicate extreme behaviour - most likely not. 

The question addresses prevention, and I believe this is a major component of curing classroom misbehaviour.  It’s called the Prevention, Intervention and Personal Growth (PIP) Pyramid.  2   We should focus on running the class successfully by preventing problems.  The PIP shows us how.

Prevention, therefore, is about 60% of the foundation of the pyramid.  Above this are the intervention region (30%), and then its tip – the personal growth area (10%).  I’ll save the details for a later post, but it sounds like a simple, yet effective regimen to get your class at parade-rest.  I think it’s all in the wrist! I’m joking a little here … a positive, caring classroom climate goes a long way towards the student s buying into your teaching program.

[1] Jensen, E. (2009) Super teaching. Pg. 160

[2] Ibid

2. Would the cartoon above be a justified criticism of our PPLE unit?  

This is a bit of a grey-area in my opinion.  Granted, the PPLE course curriculum is a darn good one – however, it cannot expose us to every possible situation we may, and likely, will face in the classroom.  A few modules ago, Steve talked about survival in our classrooms.  I think this term it aptly put.  Survive and thrive in the classroom. We will surely be sailing outside of our comfort zones in the classroom. We will face a myriad of student responses that will make our hair curl.  At least the PPLE course gave us a taste of what Steve has faced in his teaching career, and what the ‘Ning’ has revealed from the opinions and views of our fellow classmates. 

3. What successful and unsuccessful attempts at controlling extreme classroom behaviour have you observed on your Observation Days?

It has been a very revealing experience rubbing elbows with some very experienced, seasoned teachers and educators.  I observed teachers raising their voice to the point of rousing the ire of their students!  I also saw a teacher transform his personality when teaching, and it was a pleasure to see his stage presence when controlling the class.

NB: This posting has previously appeared on the 2011 PPLE Ning site (Tutorial 2 Monday 11:30)

Module I: The slammed door

1. Do you anticipate having to face the tension, in your classroom, when students are just focused on the assessments and grades rather than on the deeper learning?

I think it would be very difficult for students not to be focused, or have little attention on the ‘big picture’ of learning a subject, and hope to do well on the assessments.  Practice and knowing the material are an integral part of a positive outcome of a subject.

I don’t believe this program exists in Australia, however, in certain countries, the student can ‘challenge the course’ and sit a final exam before the course begins (college level only I believe). It’s like a pre-test.  The test determines how much they know already. 

I think impatience of the students may play a role in this setting.  Perhaps students may become reluctant sitting through an entire subject-line, but desire to ‘cut to the chase’ and only focus on the assessments.  This is matter for the teacher to manage and students to negotiate and understand the importance of their learning objectives. 

2. Which of the two approaches has your PPLE experience most closely resembled?

With the vast amount of information to digest and sift through, I have found the e-reserve list helpful to quickly grasp a deeper learning of the content. The library has been a very good resource to seek out a different flavour of information aside from our lectures and tutorials.

In my opinion, I don’t think our assessments can be completed without a good, solid grasp of the overall big-picture.  Education is a big topic and covers many areas.  It’s almost akin to language immersion when trying to learn a new language.  It requires constant practice and attention to get-it-right.

3. What event and provocation have you chosen for Assignment 2, and how are you approaching it?

Ed Founds 7th Provocation reflection: Should we teach students or subjects?

Already immersed in my first Prac teaching assignment, in my viewpoint, we teach students over subjects.  We as teachers are teaching and affecting human beings.  Surely, subject and content knowledge is vital; however, to become a creative and highly effective teacher, those who can muster the most out of even the least impressive students, are those teachers who combine sound motivational methods and curricula (Snider 2006, p. 87).  The previous statement leads students over subject matter.

This topic also touches upon the question – is teaching an art or a science?  In my view, it’s likely both.  Heaps of theories abound on teaching methods and development of sound pedagogy.  It’s important for teachers’ to be cognizant of teaching theory, and how to implement these theories in the classroom environment. 

  “Our greatest accomplishment is to be sure there is a teacher

in every classroom, everyday, who makes every student feel like a human being”.

(Anonymous)

(Peters 2008, p. 33)

  The question of teachers teaching students, and not subjects also relates to real-world, everyday situations that students face on a daily basis.  I believe students look to teachers for guidance on many social and ethical norms.  Again, this relates to teaching students, and not raw subject matter.  Students likely look for teachers to instil right from wrong, address everyday social behaviour, promote public speaking and how to dress.  It’s my opinion that teachers have a dramatic and long-lasting influence on their students, which can last a life-time.

References:

[1] V. Snider (2006) Myths and misconceptions about teaching. p. 87

STS - Curriculum milieu question: 

The process of sound curriculum development involves many individuals working towards one common purpose. The administration, teachers, either individually or in groups, deciding upon a vision of knowledge (Brady 1995).

Milieu concerns the area of surroundings, particularly of social or cultural settings (Webster’s New World Dictionary). When curriculum and milieu are combined, it signifies efforts in creating curriculum that is current, socially acceptable and adaptable to the times – its mainstream (Stainback 1992). There is no purpose in crafting current curriculum that identify with activities which occurred 30 years ago.  

Today, some classrooms have gone completely web-based, indicating curriculum design is aligning with current trends – in both social and technological terms (Lever-Duffy 2005).

References

[1] L. Brady (1995). Curriculum development, 5th edition. pg. 70.

[2] S. Stainback, W. Stainback (1992). Curriculum considerations in inclusive classrooms.  pg. 9.

[3] J. Lever-Duffy (2005). Teaching and learning with technology. pg. 273.

Ed Foundations blog posting – Module B Second Scenario

Wayne (2) Wayne teaches at an inner city public high school. While he is really excited about his new job close to the inner city suburb where he lives and went to university, he’s finding that not all the students share his enthusiasm for learning. Wayne really enjoys the subject matter of his senior classes and spends a large proportion of his planning time ensuring he has the depth of content covered. However he is finding that his class is falling into two groups. In one a group a number of apparently highly motivated students are intellectually pushing him. Another group seems to consist of students who don’t really want be there. Both groups are causing Wayne concern as it appears that the ‘motivated’ group don’t engage at a deep level and instead want to know the ‘correct’ answers, while the ‘less motivated’ group are difficult for him to engage. A number of students seem to be distracted at school, he thinks they are tired or have perhaps been using drugs and alcohol. He is also concerned that a number of students seem anxious and fearful of not getting into the nearby University.

*****************************************************************

The analysis of Wayne’s predicament is an interesting one. This scenario sounds like he is planning his curriculum rather well, but somehow falling short in some areas that are causing a group of students to ‘drift away’ from the subject matter.

Provocation 2 – Will I be allowed to be the teacher I want to be?  At least Wayne has identified an issue in his classroom, and that’s a good thing.  I believe Wayne needs to re-visit the ‘student motivation handbook’, and review some sound strategies regarding student motivation and engagement.  If his students are motivated enough to come to school – there must be a spark of interest there somewhere?  Has Wayne considered how today's’ digital-students learn?  For today’s digital natives, printed text is so yesterday.  Printed text is barely accepted anymore by current student standards.  Let’s say if Wayne’s students’ are unable to chat, text or tweet - its likely old news, and rudimentary learning for some (Churchill 2011).  Perhaps he should slant his curriculum or lesson plans toward a digital flavour, and engaged his students in this way? There’s nothing wrong with having computer-based discussions.

The above scenario has not indicated the grade level of the students who are facing these challenges.  If the class in question is comprised of 14-16 year old students, this may highlight how their brains may be undergoing change during these formative years.  Another concern Wayne has is a small group of ‘motivated’ students appear to be highly-focused on the assessment.  It seems they are concerned with just getting the answers, as opposed to deep-thought about the subject matter.  On the other side of the tracks, we have the opposing group of students that Wayne has identified as distracted.  Here again, organising students into groups may alleviate these distractions and help these students re-gain their focus.  According to Killin (2003), group work has the prominent feature that students work and collaborate together, rather than encounter direct in intercession by the teacher.  This means that the students can freely cooperate with each other and work towards a common goal or objective.

Wayne’s 6th provocation – what will students want and need from me? In Wayne’s case, my opinion suggests he needs more creativity in the classroom in order to enhance student engagement and improve their learning environment. Wayne should modify his class structure, so he can arrange his class in a more collaborative environment, whereas to stimulate his class to the point they are working together and in unison. What is Wayne’s level of critical-thinking in his classroom? Nosich (2005) suggests a good way to begin the thinking process is to activate the conscience thinking about the subject- even before we do any reading or see any presentations on the subject.

On one of my observation classes, the lead teacher introduced group work on one particular geography assignment - and it worked a treat!  It was designed upon group competition, whereby the group that could identify the most geographers’ tools would win. It was such a delight to see the grade 7 Geography group’s work together for a common outcome! I shall not soon forget this incident. 

[1] Churchill (2011). Teaching: making a difference. Pg. 111

[2] R. Killin (2003) Effective teaching strategies; lessons from research and practice. Pg. 126

Dancing with curriculum and classroom management

Two left feet? Maybe. Perhaps it’s that I bombed to blend my curriculum design with cleaver classroom management.  I believe these two elements complement one another and should be highly considered when crafting classroom curriculum.

How do we get our students to buy into our subjects? Creativity is one area that’s important in succeeding to raise subject awareness.  Do we celebrate our students’ successes?  Do we ask when their birthday is? Why is this important to curriculum? Well, if we’re going to capture – and, maintain their attention – we must consider how we are going to plan our curriculum in order to maximise student interest and minimise distractions.  

A few of the suggestions to hone our curriculum towards maintaining ‘happy feet’ are:  Create teams, use rituals and routines so there are no surprises, increase student input and choices. 1 Good curriculum should draw from a variety of information that supports the topics and subjects.  

According to Snider (2006) the best curriculum begins with an analysis of the content and works backwards to identify all the parts and how they fit together. (p. 67).

Take to the 'curriculum dance floor', see the results, and have fun in the classroom!

References

[1] E. Jensen (2009) Super teaching. p.167 

Clear curriculum for life-long learning

Curriculum is a broad and diverse area. Proper curriculum literally forms the bed-rock for how students gain knowledge, and, its delivery is critical in how students learn.  Curriculum, in its basic form, figures to touch all aspects of education; teachers, planning, implementation, revision and documentation. 

Focused schools also focus on the intended curriculum, insofar as what students need to know, how and when teachers implement plans for how students learn. (Curriculum framework for ACT schools 2010)

As an end-game, effective curriculum should engage and prepare students for life-long learning. In the age of rapid technological change and an information-based economy, its paramount educators prepare students to think critically (Centre for excellence in learning and teaching, 1998).

Clear, robust and meaningful learning objectives (LO’s) should be a fundamental component of targeted and achievable curriculum preparing students to not only thrive in society – but lead as well.

References

Curriculum framework for ACT schools (2010) pg. 4

Check your learning styles at the door

Diverse learning theories provide a sign-post for understanding metacognition and cognitive learning styles.   Teachers, and prospective educators, should plan to make their instruction effective and productive.  A teacher who recognises students’ varied learning styles thru their own awareness of learning theories will, undoubtedly, make positive impacts in the classroom.  

A few pioneers in metacognitive development were Howard Gardner and Robert Gagne’.   Gardner, a professor at Harvard, directs Project Zero, a project for the study of creativity and cognition. 1 Gardner provided a new outlook on intelligence.  His work highlighted there’s more to intelligence than what’s measured on IQ tests.  He proposed that each individual has multiple types of intelligences, and described them in differing aspects such as:

·         Linguistic intelligence

·         Logical-mathematical intelligence

·         Musical intelligence

·         Spatial intelligence

·         Interpersonal intelligence

·         Intrapersonal intelligence

·         Naturalistic intelligence

·         Existential intelligence 2

On the other hand, Robert Gagne’ championed the cognitive-constructivist view of learning. Gagne’ published The Conditions of Learning which drew the relation of learning objectives (LO’s) to instructional designs. 3 

What’s changed since 1965 regarding technology and learning theories? Allot, actually. The internet and technology has progressed by leaps and bounds, and so too, has the pace of learning. Has ICT kept pace?  ICT is seen as having both great potential, and for revolutionising education.  PBL is one such example that has benefited from technology – as it’s primarily web-based.  Great investment (at both state and governmental levels) in computers has been made to enhance the science of learning. 4    With the support of ICT and its related components, many educational initiatives have been bolstered by technology and realise its sharp-edged successes.

[1] J. Duffy, J. McDonald, A. Mizell (2005). Teaching and learning with technology.  Pg. 22

[2] Ibid. Pg. 21

[3] Instructional development timeline, (n.d.) viewed 17 April 2011, http://my-ecoach.com/project.php?id=12152&project_step=28465