Importance of effective teaching and learning
James Strong writes in Effective teaching: what does it all mean? about the complexities teachers face throughout their careers. He considers the effectiveness of teaching strategies and concedes that no situation is like another,
‘the effective teacher recognizes that a class is a dynamic and multifaceted entity, made up of a myriad of personalities, with a personality all its own.’ (Strong, 2002, p. 62)
This makes me reflect on the ever changing nature of students, classes and teachers. How can I use my personal experience, natural ability and academic study to create ‘successful learners, confident and creative individuals and active and informed citizens’ as the 2008 Melbourne Declaration on Educational Goals for Young Australians suggests? (2008, p. 8)
Dr Paul Tosey’s states ‘one not only learns, but simultaneously learns how to learn.’ (2006, p. 2), students should be shown this as a crucial point to create effective long term learners. As a teacher it is important to encourage students to keep learning as they progress out of the school system. I have found in my various previous employments that people tend to forget how to learn and close themselves off from new concepts and practices when they are not in an education institution. I will encourage students to learn how to learn and become keen participants in the process of society.
I have noticed that I often take on the role of educator in workplaces. I have found that I work towards a common understanding among my colleagues and, when relevant, my clients. Without yet being in a classroom I consider that I have developed teaching instincts that will transfer into a school. My range of experiences has taught me that no situation is the same, but similar principles can be applied to acquiring the relevant information. AISTL’s Standards for Teachers (Australian Insitute for Teaching and School Leadership, 2013) are the benchmark to transfer of my skills. Standard 1 is Know students and how they learn (2013, p. 1), I first read this and thought, of course!, but throughout the semester I have learnt that this is a complex and ongoing pursuit. The other standards are also vital to have in your mind when teaching or planning to teach, know your content (Standard 2) (p. 3), plan (Standard 3) (p. 5), support (Standard 4) (p. 4), give feedback (Standard 5) (p. 9), engage in professional learning (Standard 6) (p. 11) and engage professionally with colleagues, parents/carers and the community (Standard 7) (p. 13).
I want the students to understand that school is not just about English or Science or History, but what underpins it all is learning. This is the key to ongoing learning and achievement. I believe a good starting place for this is in middle school through cross-curricular education. The introduction of concepts across subject areas allows students to adapt and apply this knowledge which helps to ‘strengthen and generalise their skills.’ (Westwood, 2008, p. 10).
I will take this advice with me when I eventually get into my professional experience as it gives a clear indication of what is important for an effective teacher:
‘Maintain a reflective approach to your practice. Engage in professional dialogue. Approach embedded professional learning experiences with optimism and an open mind.’ (Richardson, 2010, p. 21)
Reference List
Australian Institute for Teaching and School Leadership. (2013). AITSL Australian Professional Standards for Teachers. Retrieved September 10, 2014, from Australian Institute for Teaching and School Leadership: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Melbourne Declaration on Educational Goals for Young Australians. (2008).
Richardson, S. (2010). From novice to learning manager (Chapter 2). In B. A. Knight, & D. Lynch, Applied learning management: new approaches for the new millennium (pp. 7-21). Frenches Forrest, NSW, Australia: Pearson Australia.
Strong, J. (2002). Effective teaching: what does it all mean? (Chapter 7). In Qualities of Effective Teachers (pp. 61-65). Alexandria, Va.: Association for Supervision and Curriculum Development.
Tosey, D. P. (2006). Bateson's Levels Of Learning: a Framework For Transformative
Learning? University of Surrey, Centre for Management Learning & Development.
Westwood, P. (2008). What Teachers Need to Know about Numeracy. Camberwell, Victoria: ACER Press.
James Strong writes in Effective teaching: what does it all mean? about the complexities teachers face throughout their careers. He considers the effectiveness of teaching strategies and concedes that no situation is like another,
‘the effective teacher recognizes that a class is a dynamic and multifaceted entity, made up of a myriad of personalities, with a personality all its own.’ (Strong, 2002, p. 62)
This makes me reflect on the ever changing nature of students, classes and teachers. How can I use my personal experience, natural ability and academic study to create ‘successful learners, confident and creative individuals and active and informed citizens’ as the 2008 Melbourne Declaration on Educational Goals for Young Australians suggests? (2008, p. 8)
Dr Paul Tosey’s states ‘one not only learns, but simultaneously learns how to learn.’ (2006, p. 2), students should be shown this as a crucial point to create effective long term learners. As a teacher it is important to encourage students to keep learning as they progress out of the school system. I have found in my various previous employments that people tend to forget how to learn and close themselves off from new concepts and practices when they are not in an education institution. I will encourage students to learn how to learn and become keen participants in the process of society.
I have noticed that I often take on the role of educator in workplaces. I have found that I work towards a common understanding among my colleagues and, when relevant, my clients. Without yet being in a classroom I consider that I have developed teaching instincts that will transfer into a school. My range of experiences has taught me that no situation is the same, but similar principles can be applied to acquiring the relevant information. AISTL’s Standards for Teachers (Australian Insitute for Teaching and School Leadership, 2013) are the benchmark to transfer of my skills. Standard 1 is Know students and how they learn (2013, p. 1), I first read this and thought, of course!, but throughout the semester I have learnt that this is a complex and ongoing pursuit. The other standards are also vital to have in your mind when teaching or planning to teach, know your content (Standard 2) (p. 3), plan (Standard 3) (p. 5), support (Standard 4) (p. 4), give feedback (Standard 5) (p. 9), engage in professional learning (Standard 6) (p. 11) and engage professionally with colleagues, parents/carers and the community (Standard 7) (p. 13).
I want the students to understand that school is not just about English or Science or History, but what underpins it all is learning. This is the key to ongoing learning and achievement. I believe a good starting place for this is in middle school through cross-curricular education. The introduction of concepts across subject areas allows students to adapt and apply this knowledge which helps to ‘strengthen and generalise their skills.’ (Westwood, 2008, p. 10).
I will take this advice with me when I eventually get into my professional experience as it gives a clear indication of what is important for an effective teacher:
‘Maintain a reflective approach to your practice. Engage in professional dialogue. Approach embedded professional learning experiences with optimism and an open mind.’ (Richardson, 2010, p. 21)
Reference List
Australian Institute for Teaching and School Leadership. (2013). AITSL Australian Professional Standards for Teachers. Retrieved September 10, 2014, from Australian Institute for Teaching and School Leadership: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Melbourne Declaration on Educational Goals for Young Australians. (2008).
Richardson, S. (2010). From novice to learning manager (Chapter 2). In B. A. Knight, & D. Lynch, Applied learning management: new approaches for the new millennium (pp. 7-21). Frenches Forrest, NSW, Australia: Pearson Australia.
Strong, J. (2002). Effective teaching: what does it all mean? (Chapter 7). In Qualities of Effective Teachers (pp. 61-65). Alexandria, Va.: Association for Supervision and Curriculum Development.
Tosey, D. P. (2006). Bateson's Levels Of Learning: a Framework For Transformative
Learning? University of Surrey, Centre for Management Learning & Development.
Westwood, P. (2008). What Teachers Need to Know about Numeracy. Camberwell, Victoria: ACER Press.