Extremely passionate about education, my main drive is ensuring the spark of natural curiosity that we all have as children isn’t lost throughout schooling but encouraged and ignited. I want to foster a lifelong love of learning in my students and show them how enchanting science truly is. I intend to instill a sense of pride in students’ learning to constantly push them towards their personal best. With my support and guidance they will become critical thinkers, who engage with their learning and one another. We will achieve this through problem solving, meaningful assessments and collaborative small group work. As a great deal of effective student learning comes from organisation and routine, my ideal school will allow me to have my own classroom and focus on engaging students through the curriculum.
My prac experience was as others before me and after me will also say a real learning curve. My major lesson was how explicit I need to be when giving instructions and asking questions. I became very self-sufficient in my prac and one of the most useful things I did was ask students for feedback on my own teaching. They have a surprising level of metacognitive ability – they know what they like! And they are a resource just waiting to be tapped into. Things I’d do differently:
- start with clear expectations of behaviour and outline these. No matter how silly you might think it is you need to be explicit!
- don’t change too much: 2 or 3 things that you do should be different to their normal teacher. Don’t try to reinvent the wheel cause they’ll get confused and that’s not good for anyone.
- Try to learn their names ASAP but change the format of the Facebook Get to Know you Profile
- Hilight the standards for my Supervising Teacher every lesson so that I’d get more meaningful feedback and they wouldn’t feel so overwhelmed.
What feedback I gained from my students or observing other more experienced teachers, I’ve added to my growing list of What Makes a Good Teacher?
This was a lecture and Q&A session at MCA Sydney on a wet Sunday morning. I was really keen to see what David Christian had to say because I too believe that education should be taught more holistically and not segmented into little chunks. How can students possibly become lateral thinkers if we teach them that this is chemistry and this is biology and that that over there is history and that they have nothing to do with one another. It’s simply not going to happen! And unfortunately that’s not good enough because our world requires lateral thinking. We need to amalgamate information into coherent sequences and we need to know that it’s okay to mixup different faculties.
David Christian with sponsorship by Bill Gates has developed an online curriculum called Big History. What this is is basically a history of time from the Big Bang up until now condensed into a 10 week course. Pretty neat huh? I love this idea. Why do we have to teach students about all the nitty gritty details. Let’s teach them the BIG PICTURE. It’s the most important thing. Those nitty gritty details, in our current age we don’t need to memorise them. That’s not 21st century thinking. We have all that knowledge indispensable to us at our fingertips. We are faced with far bigger challenges that simply memorisation. We need to be able to synthesise and create. Let’s give our students an opportunity to do THAT. It was a really inspiring talk.
David talked about how we give up on asking the big questions at school because getting through the curriculum simply doesn’t allow for it. How wrong this is! We are literally asking our students to stop asking important questions. Imagine if a student asked you what the purpose of life was in class. I can almost guarantee you that you would not indulge them.
His presentation made me think of a fantastic book that I own called “A short history of nearly everything” by Bill Bryson. It also aims to talk about everything in one novel and does justice to every crucial event throughout history.
To find out more: https://course.bighistoryproject.com/bhplive