#module f

Module F:

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).