Monthly Archives: September 2014

09/30/14

September 30th, 2014

The further I get into the course material (not just for EDUC 450, but for all courses so far), the more it seems self-evident that inquiry-based practice forms the strong foundation from which to build and develop one’s prowess as a teacher.  It simultaneously encourages teachers to continuously evolve their practice to account for the myriad differences between students and the constantly changing context within which our children develop.  Just the notion of teachers being flexible in delivery of subject matter — being ever mindful of children’s different learning preferences and challenges — seems daunting, when considering that many of my colleagues in the SEL cohort most likely developed their chops within a transmission-based passive learning environment.

Like Sims, our own inquiries must constantly evolve, if but for one simple reason:  we need to keep ourselves interested!  Many horror stories of passionate teachers biting at the bit after being released from BEd programs running right into a wall of conservative pedagogies (protectively preserved, of course, by presiding educational institutions), seemingly apathetic and resigned colleagues, unsupportive students and teachers, to eventually become a shadow of their former self, a shell that eventually becomes jaded, filled with cynicism.  And that is a very scary thought, how what was once a calling, a source of passion, could be eroded into a dreary means of earning a paycheque.

That being said, I strongly believe that educators must protect themselves against this reality, because it will hit us eventually.  One day we will walk into a classroom and think, “why am I even here?  What is the point of all this?”

We need something in place because we, as classroom leaders, are the only citizens in the world who are NOT ALLOWED A DAY OFF.  Teachers must be on the ball at all times, even if they’ve left their balancing pants at home.  And this, I believe, may be the beginning of my own inquiry question.

09/30/14

September 23rd, 2014

– It’s rather unfortunate that teachers are on the front lines with regards to providing to support to children developing mental disorders
–> Training in SEL can help teachers proactively prevent situations prone to producing mental disorder, intervene on behalf of children at significant risk, and as a side bonus, improve grades across the board, too!
–> More training!

– Shifting demand from memory- and analysis-based skills to social skills, adaptability and flexibility drives home the need for educational reform to account for this
–> Getting As in school no longer has the significance and practical importance it used to have – while high grades form entry slips into post-secondary education, educators must also address the need to help children develop strong social skills and self-regulatory practices to prepare them to cope with the stresses and challenges of entering the workforce

  • What’s the point of getting straight As if the student still cannot find a way to effectively employ their abilities on a path of their choosing? Worse yet, for that same student to not even know how to choose a career path because they’re so focused on consuming and regurgitating information…

– If every province strives to create good citizens of upstanding moral character, what infrastructures and programs do they have in place to achieve this goal?
–> Do they hope to encourage the growth of character through emphasis on academics?
–> Much of kids’ social learning occurs outside of the classroom, but within the school context; and some teachers include a “hidden curriculum” of sorts…

  • The problem with hidden curricula is that they’re hidden! Make it overt and practiced, just like academics!
  • Social learning occurring outside the classroom remain outside the control of educators; we have serious issues with mental health and bullying, but due to the current system, educators are playing a largely reactionary role
    • Even though there are programs in place that advocate prosocial behaviour, anti-bullying, as well as mental health education, they do not address the reality that these programs do not take place enough in the classroom, where children are most receptive to learning
    • Educators should emphasize and take advantage of the high degree of control they exercise over their classroom environments to provide a safe, secure, welcoming, and compassionate place in which to learn and develop these essential skills
09/30/14

September 16th, 2014

– Schwab’s approach really opened my eyes re: unit planning (things to be aware of); really builds on the idea of calling upon the student
–> Importance of collaborative/democratic learning environment

– Involving students in planning process, goal-setting, and lesson implementation increases interest and involvement, thereby making OUR jobs much easier!
–> Collaboration with colleagues for idea generation, helping us think “outside the box”

– Forming projects with other teachers/classes will encourage friendships and interaction outside the classroom, teach and develop teamwork, establish a stronger sense of belonging as members of school as a whole as opposed to simply being a student in Div. X
–> Other-focused goal orientation/problem-solving helps dispel fear by focusing on the issue/task at hand, and is a more productive/practical coping mechanism

Delta’s colour feelings system as a good way to encourage mindfulness around our moods; telling kids (and ourselves) that it’s okay to take a break, to change the way we do things; to take a step back and regroup and refocus

09/30/14

September 9th, 2014

Wow, in order for teachers to be effective, they’re essentially required to be flexible!  What about diversity within classroom? Limitations of PLOs?  Ongoing issues? What if kids aren’t engaged/interested in the material?

  • Do we address the issues as they come up, or power through and finish the lesson before addressing them?

While teachers are encouraged to be autonomous, how much control do they really have?

o    Each teacher has control over their teaching style, delivery… but they still have to hit PLOs

  • Teachers can transcend their limitations through collaboration with their colleagues… as well as with the students!
    • Democratic approach definitely sounds wonderful… but then there’s the issue of how much democracy, how much framework