I think it's time for an update on how I'm getting along at my new school. A couple of images have come to mind and have been bumping around my head.
I'm not a very strong swimmer. When I try to do laps at the pool, I can get through a few, but I struggle to pace myself. I seem to think that the only way I'll stay afloat is if I keep moving. So, I go through a few somewhat frantic laps and then pause for a break before going at it all again! That's how I'm feeling about school at the moment. My weekdays are frantic as I try to do it all, swallow a little water, and finally make it to the end. I take a quick breath over the weekend, and then it's go, go, go again.
Another image that I can't get away from is that of a jigsaw puzzle. It feels a little like I am faced with a 1000 piece jigsaw puzzle. At a quick glance I can see a few pieces that look familiar, but I can't see how they will all piece together. As I'm going along, I am starting to see more and more familiar pieces, and as I clip them together, things are starting to make more sense. Every now and then I get a new piece of information, and know it connects with something else I've seen or read, but then I have to remember what that was and link it up.
I'm finding it both challenging and rewarding. I'm aware that it is a lot of hard work at the moment, but at the same time, I know that a puzzle always gets much easier once you near the end, as does swimming with practice and training!
Showing posts with label beginning teachers. Show all posts
Showing posts with label beginning teachers. Show all posts
Tuesday, August 6, 2013
Sunday, December 7, 2008
Enthusiastic Teachers
In the past week I have been chatting with other teachers in the staffroom. I’ve been encouraged by the enthusiasm of the newer teachers as they discuss their ideas for the future and speak with excitement about their professional learning and plans to implement Developmental Curriculum in the early childhood classrooms. On the flip-side, I’ve heard a couple of teachers saying that they are no longer interested in their professional development and are just happy to continue teaching using the methods they’ve learnt and come to depend upon.
With this disparity in the thinking of a group of teachers, it’s easy to see why the two will clash. One group desires to learn and change, while the other group feels there is no need. And it isn’t just an age thing either. There are many older, more experienced teachers who continue to look for ways to improve their teaching, and try to keep their methods relevant and interesting to the children coming into their classes.
I feel disheartened when I see teachers who are just hanging in there, waiting out the time until their retirement. I feel sorry for the children in their classes who are left with a dull, worn-out impression of learning. I worry that I too, will one day come to that stage in my teaching where I stop caring and run out of the energy to make learning fresh and interesting each day.
I came across this article about Teacher Enthusiasm Research that reviews the findings of a number of studies on the impact of a teacher’s enthusiasm on student learning. It argues that teacher enthusiasm makes a course more enjoyable, entertaining and memorable. The study goes on to look at levels of teacher enthusiasm as expressed through vocalization, eye contact, facial expression, movement and gesture. This study observes the occurence of these things in both a beginning teacher and a more experienced teacher. While I believe these physical aspects can be learned and developed, I feel that a portion of enthusiasm actually comes from within.
While these aspects definitely communicate a teacher’s enthusiasm about the topic, a lot of a teacher’s enthusiasm (particularly with young children) is also expressed before the lesson is presented – in the creation of lessons and the preparation of resources. Teachers who are lifelong learners themselves are going to motivate students to love learning more than teachers who have reached the point where they know it all - aren't they?
Is there a point in a teacher's career where he/she can honestly say that they have perfected the craft? Or is it out of laziness, boredom, or exhaustion that they give up trying?
With this disparity in the thinking of a group of teachers, it’s easy to see why the two will clash. One group desires to learn and change, while the other group feels there is no need. And it isn’t just an age thing either. There are many older, more experienced teachers who continue to look for ways to improve their teaching, and try to keep their methods relevant and interesting to the children coming into their classes.
I feel disheartened when I see teachers who are just hanging in there, waiting out the time until their retirement. I feel sorry for the children in their classes who are left with a dull, worn-out impression of learning. I worry that I too, will one day come to that stage in my teaching where I stop caring and run out of the energy to make learning fresh and interesting each day.
I came across this article about Teacher Enthusiasm Research that reviews the findings of a number of studies on the impact of a teacher’s enthusiasm on student learning. It argues that teacher enthusiasm makes a course more enjoyable, entertaining and memorable. The study goes on to look at levels of teacher enthusiasm as expressed through vocalization, eye contact, facial expression, movement and gesture. This study observes the occurence of these things in both a beginning teacher and a more experienced teacher. While I believe these physical aspects can be learned and developed, I feel that a portion of enthusiasm actually comes from within.
While these aspects definitely communicate a teacher’s enthusiasm about the topic, a lot of a teacher’s enthusiasm (particularly with young children) is also expressed before the lesson is presented – in the creation of lessons and the preparation of resources. Teachers who are lifelong learners themselves are going to motivate students to love learning more than teachers who have reached the point where they know it all - aren't they?
Is there a point in a teacher's career where he/she can honestly say that they have perfected the craft? Or is it out of laziness, boredom, or exhaustion that they give up trying?
Tuesday, October 7, 2008
Glancing Back - ICT in my childhood
I've been thinking a lot lately about the people who have influenced my life in terms of computer technology. My family didn't get our first computer until I was in Grade 7. Fortunately I had some computer access at school prior to that. When I was in Fourth Grade I had a brilliantly techno-literate teacher. He must have been one of the leaders in the field at the time. The year was 1988 and the teacher's name was Don Nethercott. I don't know what he is doing now, but would love to thank him for opening my eyes to the world of technology. If only I can do the same for the children that I teach. He seemed to be looking for ways to integrate technology into his teaching. He found computer programs on dinosaurs for our unit of work. We played Carmen and Sandiego to find out about Geography. We learnt more about angles, direction and computer language with Logo.
1988 was also the year when the National Science and Technology Centre opened in Canberra. In it's early days, they held a special event on Communication. I don't remember all the details, after all, I was only 10 at the time. Google tells me that the building was a gift from Japan. So, for this special event my teacher took me and a few classmates to the National Science and Technology Centre where we used computers to 'chat' with people in various places around Australia. We sent a fax to our school. We went back in the evening to do a video conference with children in a school in Japan. It was an amazing experience, and unlike anything I'd do with computers for the next 10 years!
I did some computer courses and learnt how to type (on old typewriters) when I was in grades 7-10. My next real exposure to computers was at university. My peers and I got hooked on Kangachat, an online chatroom. This was the first time I had ever used the world wide web. Since then, it has been a part of my life, slowly taking over bit by bit...
So, I feel inspired by my history. My fourth grade teacher went out on a limb to explore technology in the classroom. He tried things that most teachers were not yet ready for. Let's be inspired by this and push technology to the limits with our classes. Don't just wait for someone else to do it.
1988 was also the year when the National Science and Technology Centre opened in Canberra. In it's early days, they held a special event on Communication. I don't remember all the details, after all, I was only 10 at the time. Google tells me that the building was a gift from Japan. So, for this special event my teacher took me and a few classmates to the National Science and Technology Centre where we used computers to 'chat' with people in various places around Australia. We sent a fax to our school. We went back in the evening to do a video conference with children in a school in Japan. It was an amazing experience, and unlike anything I'd do with computers for the next 10 years!
I did some computer courses and learnt how to type (on old typewriters) when I was in grades 7-10. My next real exposure to computers was at university. My peers and I got hooked on Kangachat, an online chatroom. This was the first time I had ever used the world wide web. Since then, it has been a part of my life, slowly taking over bit by bit...
So, I feel inspired by my history. My fourth grade teacher went out on a limb to explore technology in the classroom. He tried things that most teachers were not yet ready for. Let's be inspired by this and push technology to the limits with our classes. Don't just wait for someone else to do it.
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