or how we become better educators and teachers
Someone asked me how it was that I could go back to study something that I have been doing for so long.
Easy!
I trained as a teacher a long time ago. It was so long ago that several of the 'now' major theorists were unknown then (Vygotsky for example). Certainly it was before such things as 'backwards by design', 'whole language', 'phonemic awareness', 'multiple intelligences' (yes - I trained before Howard Gardiner wrote all his stuff), etc. etc.
While I have always tried to keep well informed about what was considered 'best practice' at any given time, my learning has always been a bit like a patchwork quilt - snatches of fabric here and there (although, unlike most good quilts, my learning had significant holes in it and, just as a holy quilt doesn't do the job on a winter's night, my patchwork learning had left me with as many questions and unsureties as it had given me answers.
So I am learning. I am mending my quilt. Filling in the gaps. Understanding not just what but why. I'm also thinking - bringing my experiences to my learning to question what I am being told. I am also aware that the PYP curriculum is even more cutting edge than what I am being taught so I am constantly mentally applying my learning to how I would be teaching in an IB school.
Its not boring. Its not even frustrating.
Its a very thoughtful kind of learning and I am glad for the opportunity.
This is so beautiful, I hope I can quote you one day? I think you are probably adding to your quilt more than mending any significant holes arent you?
ReplyDeleteOh I think that there are holes in a couple of corners. Not so much in the areas of 'nature of teaching', 'good teaching practice', or 'child development' ... more in those previously unexplored areas of maths and science ... and PE. I can apply my understandings of teaching and education but there is definitely specialist knowledge regarding pedagogy applied to these areas.
DeleteFor example, at my previous school, we talked a lot about 'inquiry' but few of us knew how to do 'inquiry' as the driving force for the maths curriculum. This course is all about problem solving (in a larger sense than just Mary bought three apples ...) and the strategies that we can use to solve these problems. This is would've been useful knowledge to apply to my old school - even though I didn't teach Maths there.
But do Germans do this sort of thing, caring about pupils, inquiry, eliciting response, individualisation and other things? Would they let you do it, would they appreciate it? They certainly don't, won't wouldn't in France.
ReplyDeleteFrom my experience, the German school system is fairly divided on this. I worked with a number of very motivated, caring teachers who looked after their students' best interests, tried to get them to think, to be responsible young adults, to care. These teachers were working with educationally disadvantaged students. They were also not in the majority in the staffroom where we worked and felt the frustration everyday of having to justify their approach to their more conservative (and often racist) colleagues.
DeleteMy own children had some teachers who 'thought' they were caring but they weren't. They, the teachers, 'thought' they were innovative but they weren't. My kids spent a lot of time copying off the board, answering simple factual questions, putting their hand up to please the teacher.
They are really enjoying the different approach.
Exactly the same 'thoughts' going on here! In France you get a score for 'participating in class', it has taken me some time to realise that this means putting your hand up to please the teacher, although if you are always putting your hand up you don't get asked, but you have to put it up anyway if you want the score. B really enjoyed the English approach while he was at school there for 3 months.
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