I'm a dad to two children. And if there is one thing that I know for sure (after parenting for several years), it's this: children develop differently. Written another way: children need different things in order to grow in a healthy, well adjusted way. That which works/worked for my older daughter may not work as well for my younger daughter and vice versa. This isn't to say that one way is somehow wrong or deficient; but rather, this is to state the simple (and profound) truth that we're all wired differently. The following is a specific example from our family: One of our daughters thrives in environments where, in order to complete the task, she is given detailed instructions. In the midst of this, she can take those instructions, digest them, and complete the task in fairly short order. However, our other daughter is different in that it doesn't matter how detailed the instructions; she needs a visual example in order to be successful. One learns best via instruction, and one learns best through visual means. They're both our children; they're both unique in how they approach the world, and we celebrate that. This as it relates to teaching: We can't get to the place where we know what our students need unless we understand who they are and from where they came. Therefore, the key to understanding difference (and implementing effective practice) is relationship. We know what each of our daughters needs because we know them. We spend time with them; we care about them; we desire for them to be successful. Additionally, they know that they matter to us. In the same way, it is our role, as teachers, to know our students- to know what they need in order to be successful (academically but also mentally and socially); and to do all we can in order to make this a reality. Is this hard? Yes. It is time consuming? Absolutely. Can it be infuriating? You bet. But, is it worth it? I would say, "unequivocally: yes".
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I've just watching all four parts of a documentary titled 8th Fire. This is a project that seeks to: challenge assumptions, form new opinions (based on facts and evidence), and bring us together: setters and first peoples alike. How does it do this? It seeks to form this relationship by giving a first hand look at the history and plight of the aboriginal population living within this country. 8th Fire looks at the history, which has, in turn, formed the present, and has the potential to inform the future; that is, unless truth and reconciliation continues to heal our land.
Throughout most of my life, I had one way of viewing the first peoples population; and it was a view that wasn't necessarily healthy- based on preconceived notions and biased assumptions. It wasn't until my adult years that I started to have the figurative rug pulled out from under me (so to speak). I met aboriginal people, I became friends with many; I began to hear their stories, and I began to feel the burden with which they lived. The roots of empathy had begun to form. Often, we live with one view- one way things must be done; one way for society to move forward effectively, and one way of viewing those around us. It isn't until we discover alternative angles that we begin to engage our world. Related to this... When we begin to understand other peoples' ways of knowing (where they're coming from and how they view the world), we begin to build bridges; we become advocates. This is crucial in life, just as this is crucial within the teaching profession. If we are to value ALL students (as TRB Standard 1 implores us to do), we must understand their way of viewing the world. We may not necessarily see eye to eye on everything, but when we enter this space, we come to understand what they need in order to thrive; what they need in order to feel safe and secure in their own skin. This seems so simple. And yet, this has been so hard for us to implement as a society in Canada. We are just now beginning this process. We are just now beginning to teach this in our schools. We are just now beginning to learn this in our universities. And as prospective teachers, it is our role to model this for our students (and for their parents). Building relationships by valuing others and acknowledging the vast diversity of our land, people groups and ways knowing- this will lead to fruit; and it begins with us. One of our major roles, as educators (I believe) is to instil within our students the desire for and the skills with which to think critically about the world around them.
All of this first requires our students to be informed, so we teach that knowledge is power (again, because this leads us to the place where we can begin to put the puzzle together) . We teach that, to bury one's head in the sand is the antithesis of that which leads to a healthy, robust world view. (Not to mention, to look the other way has led us to some historically bad policy decisions.) Because we teach this, how can we do anything but demand this of ourselves? This cultural and political relevance is a major asset in any teacher's toolbox. Without it, we can't rightly form (educated) opinions, nor can we teach these things to the children/youth in our midst. So, how do we remain informed? WATCH We gather information by watching. Yes, this includes traditional forms of media (news outlets, etc.), but it also means taking note of those things that are happening around us. Yes, we must be aware of decisions being made in Victoria, Ottawa and around the world, but we must also be looking for those subtle shifts within our own backyards. We must learn to notice the details, and to "follow up". LISTEN Related to watching, the ability to listen helps us to know those things that are happening around us, in addition to giving us that which we need in order to respond. However, it's important for us to listen to the positions of others. Not with bated breathe- waiting to interject with "the truth of the matter"- but rather, with an ear of teachability. "Prove to me that I am at fault, and I will correct my path". READ Finally, we need to be teachers who read, veraciously- on a host of topics. This will help to give us that which we need to convey appropriate information to our students. In sum... The act of being informed is a sacrifice; it takes time and resources. However, the idea of walking into a classroom without such knowledge flies in the face of that which we seek to teach, that being: to take information, dissect said information and to form a worldview based upon authentic reflection and values. My experience within the education program at VIU has been amazing. It's been a whirlwind, and, at points, it's been a hard ride, but it's been amazing nonetheless.
One of the things that has made this experience so great is the support of those who teach within the program (at all levels). I've enjoyed my time sitting under our various professors, instructors, supervising teachers and other staff members. I've enjoyed the planned lectures, as well as the unplanned, teachable moments. I've enjoyed the learning activities, as well as the moments of inspired spontaneity. But ultimately, what I've enjoyed most is the time spent sitting at the feet of those who've been a part of the system, and who know the ins and outs, the ups and downs, and the joys and frustrations of being a teaching professional. And as I think about the idea of "contributing to the profession", I've realized something. These moments in class; this time at VIU; these conversations with seasoned teaching professionals- they're not simply teaching us how to teach students; rather, these moments are teaching us (and modelling to us) how to teach and encourage other teachers. Because the truth is, one day, the shoe will be on the other foot. We'll be asked to take pre-beginning teachers under our wings, and in those moments, we'll think back to those who've helped to form us and our practice. I know, even know, that when I think back, I'm going to think back to faces that I've met during my time in the ED program at VIU. So, to those who've spent the time to teach us, thank-you. We're grateful for your investment in us. And down the line, when its our turn to invest in others, we'll do our best to carry ourselves with the same qualities that we saw (and continue to see) in you. Career long learning keeps us up-to-date with developments in the field. Right now, (January 2018), we're in the midst of a degree program that strives to show us the most current/relevant way of raising up students to be excellent global citizens. And while there is certainly an acknowledgement of those strategies that have been successful in the past, there is certainly a push to know more; to go deeper- because our students are worth it.
Career long learning keeps us sharp by showing us new lines of thinking, teaching and learning, within a collaborative environment. The simple fact is, we need each other. We need to learn from each other, we need to be challenged by each other, we need to be pushed (on occasion) by each other, and we need to be encouraged (and at times, propped up) by each other. The message we've received (as a class of teachers-in-training) is that collaboration is a lifeline within the profession of teaching. We've been strongly advised to connect with various communities of learning, both for our students' sake, and for our sake. And it makes sense. Find tips for quality teacher collaboration, HERE. Career long learning keeps us humble; it's an admittance (in a way) that we don't have it all together; that we don't know everything that there is to know, and that we want to learn more: more of what it means to be a quality educator. How can we have a passion to teach if we don't have a passion to learn? It seem like a contradiction to think in any other terms than these. Connected to all of this is a passion for life long learning. It's the reason why I left my former career and set out on this new journey in education. I don't ever want to find myself doing something just because it's easy. I want to continue to push myself... ...in my career and also in my life. I'm a student teacher. I'm learning the "ins" and "outs" of what it means to be a quality educator: *To lead with empathy and understanding *To desire bigger and better things for the students within my midst *To encourage growth in all areas of life, academic and otherwise. I'm also learning what it means to connect more deeply with those who are responsible for the students in my care...when they aren't in my care. The teacher-parent relationship is a cornerstone in the development of the student. Effective, clear, succinct communication is a valuable tool; and prompt responses help to build trust. I'm learning this; I'm learning to embrace this, and I'm learning to abide by this. Why? Because as a teacher (in training), I'm learning to value all of unique gifts and perspectives that each parent brings to the educational table. But more than that... As a dad, I value knowing that my child's teacher has taken the time to include me (along with my spouse) in my child's learning. It doesn't need to be complicated. In fact, I'd prefer, as a parent, that it not be complicated. What it does need to be, is real. Show me that you care, and I'll be an advocate for you at every turn. I want to be a teacher who helps to build bridges, connecting and encouraging families. And as a dad, I want to be connected to my daughter's learning; celebrating the attempts, trials, frustrations and successes. This blog post is based upon the article, "3 Tips for Managing Phone Use in Class (Lynn Kolb). You can read the whole article, HERE. I find the discussion surrounding the (potential) inclusion of cell phones in the classroom fascinating, but not for the reason that most people do... Why? Because I believe that we've come too far to be focusing on the "if" of cell phone use in schools. The reality is, it's not just coming; it's here. Students, en masse, are using phones every...single...day, for a variety of things, both overtly, and covertly (though it seems to be more of the later in schools). There are some holdouts. Those teachers who, for whatever reason, have preached and practiced a technology free classroom. And, to some extent, I get it. It's how they were raised, trained; and it's their experience. No one can fault them for that. However, for a new generation of teachers, technology is much less foreign and much more natural. And so the conversation will shift, is shifting, or has shifted. Again, we're not so much talking about the "if', but rather, the "how?". How do we utilize this technology while keeping students on track? Lynn Kolb, within her article, 3 Tips for Managing Phone Use in Class, broaches this subject with the right balance of proactivity and student involvement. Again, phones are here to stay (I think). And because of that, it would be wise for all of us to have that conversation around the "how?" of cell phone use: -How do I do this, well? -How to I engage my students? -How do I allow my students to enter into the process in meaningful ways? -How do I move forward effectively, utilizing technology/harnessing it's vast capabilities? 3D printing is very cool, there's no doubt. It's the stuff of science fiction, now realized in 2017. Recently I watched a documentary about this very thing titled "Print the Legend". Focused on the 3D printing revolution, it asks the question throughout of, "why not us, and why not now?" Of course, this question is referring to this generation's quest to improve lives through technological innovation.
And certainly, the applications for 3D printing are numerous. However, the question I want to ask here is, "does 3D printing technology have a place in the classroom?" To the "pros" and "cons" we go! Pros *As the 2015 NMC Horizon Report suggests, 3D printing "enables more authentic exploration of objects and concepts that may not be readily available in schools" (Horizon Report, 40). The opportunity for students to produce something which they can touch and hold is significant. It adds a "hands on" dimension to the experience of learning that can't be understated. *It gets students familiar with a technology that seems to be growing exponentially. *It allows visual learners to enter in, more deeply. *It adds a layer of discovery to the classroom setting. Cons *Price- 3D printing technology is still quite expensive (comparably), and is therefore beyond the reach of many classrooms and schools. Related to this, it may be that some schools can afford the technology, while other can't. This means that some students will get to experience 3D printing, while others will be left out. *Training- Teachers will need to be trained. This will take time and resources. *Fad? Are 3D printers the next step forward? Or are they the next smart board? Only time will tell. Ultimately, any piece of technology that can move us forward is a good thing. And I do believe that 3D printers have the capacity to do just that; to move us into another phase of education in schools. "Why not us, and why not now?". I must say, I feel slightly inadequate discussing classroom management, mainly because I haven't been involved in the education system long enough to really give it the old college try. I have my assumptions on what might work, in addition to what might not work, but because I'm still in the observing phase, these thoughts remain assumptions.
That being said: Currently, I'm in a grade 2 classroom, and I have managed to glean the following: the importance of transitions cannot be understated. They're huge. Not just that, they set the tempo and they feed into activities which are to follow. Flub the transition and that which is to come, suffers. In light of this, here are some things that I have managed to observe: Communication: Talk to your students; make sure they know the classroom expectations. For primary grades, repetition of said expectations is key...is key...is key. Routine: ...That being said, don't be so tied to routine that anything that isn't part of the pre-formed plan gets discarded. But, know what you want to do, know how you want to get there, and do it enough (repetition) so that the students can understand the cues and own the process. Timing For any 20 minute activity, plan for a bookend of transition time, on each side, in which to begin the process of shifting from one thing to the next. I would suggest, especially for primary classes, a minimum of 3-5 minutes for this shift. In the video above (Big Thinkers series/Edutopia), Kurt Squire speaks to the idea that gaming can (and should) lead students into societal/civic engagement. He puts forth the notion that well designed games inevitably lead students to question (in the healthy way) that which they see around them. They begin to ask questions such as "Why are things the way that they are?" Squire suggests that this is precisely what good games, do; they create critical thinkers, and they motivate. Additionally, Squire suggests that games can and should give students the tools that they need in order to be change makers.
I love the heart behind this video/topic. Firstly, this is, in a sense, the redemption of gaming culture. I say this because gamers have a tendency to be looked upon as stagnant; cloistering themselves in order to become something within the virtual realm that they clearly are not, in reality; think World of Warcraft. Secondly, gaming culture is a language that students speak. So why wouldn't we seek to teach using something that is, not only familiar, but driving passions within our students? Of course, there's the age old question, can we afford it? What does implementation look like? Do some students become "haves", while others become "have nots"? And what about those kids that just don't get motivated beyond the scope of the game, itself? These questions are legitimate. However, I think, wherever possible, we should go to the students, and this is a prime example of how gaming can bridge that gap. As a teacher, I would try it. |
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