Your Transparency Comment ...
Module Two was designed to get you to reflect on some important aspects to classroom teaching, including:
- The role of awareness in developing as a teacher.
- Student Agency.
- The role of poor student behaviour on our teaching.
- Control: 'Being controlling' vs having 'Authentic control'.
Some past comments ...
Ed Carrigan
Talking down and being interpreted as not liking students While I don't feel that I talk down to my students and there are genuinely none that I dislike, I am not at all sure that my students don't interpret some of my interactions as fitting these two scenarios. If I am honest, I have to admit that I often don't care enough or am too lazy to try to correct this interpretation if I feel that students might feel this way and will take note that I will never know when this might develop into a serous issue and be more proactive in trying to clear the air if I feel a student has misinterpreted the point I was trying to make. Richard This is a great revelation to have Ed. It's not a matter of going overboard with this (so it sounds re you) - your awareness should provide the catalyst for a necessary tweak. If you watched my (negative) rapport video that should give you some motivation!! |
Rob Sibley
I often speak to my students at their level. I treat them as young adults and give them honest feedback and communicate very clearly. I make mistakes regularly sometimes on purpose but my students know that I am not perfect and will always keep me accountable if I do stuff up. I do try to use my mistakes as teachable moments however sometimes I will quickly adjust the example to fix my mistakes. One thing I could benefit from is maybe making my lessons a little more serious as I sometimes fall victim to being to relaxed or easy going. I think I need to develop the healthy balance in my lessons. Richard Rob, you opened with 'I often speak to my students at their level' ... I can't stress how important this is. And it makes such a difference. |
Lachlan Davies
I don't think i do these things or maybe just to a lesser extent. I certainly need to work on choosing the things to hold students accountable for and give consequences. I try to do this consistently but sometimes (usually after the fact) I find I should have stamped on something more harshly or maybe just earlier. I'm thinking it might be a case of being more strict when it comes to the sparks so I don't have to go from 0 to 100 so quickly when dealing with the fires, or hopefully, I won't have to deal with any fires.
Richard
I think it is very common that new teachers spend a couple of years to work out the consistency piece. You'll get there, Lachlan.
I don't think i do these things or maybe just to a lesser extent. I certainly need to work on choosing the things to hold students accountable for and give consequences. I try to do this consistently but sometimes (usually after the fact) I find I should have stamped on something more harshly or maybe just earlier. I'm thinking it might be a case of being more strict when it comes to the sparks so I don't have to go from 0 to 100 so quickly when dealing with the fires, or hopefully, I won't have to deal with any fires.
Richard
I think it is very common that new teachers spend a couple of years to work out the consistency piece. You'll get there, Lachlan.