Blog – Page 11

What Should Teachers Teach?

October 21, 2012 By Nicole Feledy

The role of teachers is one of those perennial topics that rides the media circuit with alarming regularity. It seems everyone has an opinion about what constitutes effective teaching and politicians, journalists and researchers are all eager to add their voice to various teaching associations and parent groups in order to explain what ‘should’ happen in the classroom.

While there are some differences of opinion, it is generally acknowledged that the teachers who have the most impact on learning outcomes, are those who take the time to understand their student needs and perceive them as individual learners (rather than a homogenous mass). At this point I could start pointing to various research studies and highlight some of the amazing work being done by individual teachers. Alternatively I could bemoan the lack of understanding demonstrated by those who do not spend the best part of each day standing in front of a class. But I won’t. Like many others, I have already written posts which explore attitudes toward teachers and teaching (Just a Teacher, What Do Students Need, Teacher Need Time to Think, A Teaching Analagy for the Bureaucratically Minded)

Instead I would like to share the thoughts of three learners (teen and adult ) who responded to a question I asked about a year ago; ‘what should teachers teach?’ The answers are not ground-breakingly new, however they are refreshingly candid, direct and practical. These are comments made by learners who have a clear vision of the teacher they need.

“Teachers should be able to teach their students how to learn. They teach them about the subject of choice but also the life lessons our parents sometimes forget to teach us. They should teach us how to work hard, how to get results when we need them, how to calm down before an exam, etc. In my view teachers are there to teach me how to learn. In life I will need to have the skill of learning about different things at difficult times.” (Amy)

“Teachers should teach you how to come up with the answers on your own”. (Danny)

“The bits in between that I don’t get…Even now.” (Charlene)

What do you think? What do you want from your teacher? Perhaps equally importantly, what do you expect from yourself as a learner? Compare your responses to those above and think about what they suggest about the relationship between teaching and learning. Now, recall all of the news reports you have seen recently about teaching and learning. Are we on the same page?

Welcome to a World of Expression.

Ready To Sit Your Exams?

October 7, 2012 By Nicole Feledy

Take a break and strike a pose – what thoughts come to mind when you read this phrase? Perhaps, if you are a child of the late 80s or 90s, you imagine Kit Kats and Maddona. However, if you are a 2012 HSC student, this may be the sweet tip you have been waiting for.

The first exam study tip is remember to take a break. A recent study by Dewar et. el. has shown taking a ten minute break can help you remember. According to these researchers, a brief rest allows the brain time to process what it has learnt making information easier to recall. Of course the key is to actually take a break – not to focus on something else. This is not the time to update your facebook status, rather this is an opportunity to take a moment, breath gently, relax easily and be in the moment. So, when you are studying, a useful strategy is to revise for 50 min then take a 10 minute break to consolidate what you have learnt – you may like to try a focused breathing or meditation exercise.

The second tip is an ‘on the day’ exam strategy using the ideas shared by Amy Cuddy on a recent TED video. Cuddy explains how body language not only affects how others see us, but also how we perceive ourself. She refers to studies that demonstrate why ‘striking a power pose’ for 2 minutes (e.g. standing tall with your arms outstretched in a V position) can increase your confidence and decrease your stress. However, Cuddy cautions this is an ‘alone’ activity conducted to improve your emotions – it is not a power play to fool others, nor is it a group ‘psyc up’ session. She suggests going somewhere quiet and holding a power body position for 2 minutes. If you have the time, you may like to watch the video – you can skip the first 10 minutes if you want to get straight to the parts which discuss how physiology can affect psychology. Perhaps this strategy can help you settle pre-exam nerves – you could even practice the strategy by using it before a study session.

Remember, if you are in the grip of examination revision, keep the days and the study in perspective. Your exams are an opportunity to show what you know. You will have many opportunities to demonstrate you have learnt, the HSC is simply one of them.

Welcome to a world of Expression.

We Don’t Need no Education

September 30, 2012 By Nicole Feledy

Put your hand up if you hated the repetitive restrictions imposed on you at school. Put your hand up if you hated exercises that forced you to identify as part of one group or another. Put your hand up if you hated being asked to put your hand up.

Yes, I thought so. This is why schools are failing our kids. The education system is a cumbersome, monolithic beast that shifts and shuffles to a bureaucratic beat trapping schools within its power struggles. In its quest to categorise students into neat little bands, education systems seem to forget students are individual learners with multiple skill sets (many of which fall outside traditional understandings of being ‘educated’).

Today’s learners require more; you deserve more. You deserve a learning environment that appreciates individuality, awards creativity and recognises the skills required to survive in a world of rapid change. To flourish within a modern world, today’s learners need the opportunity to develop a flexible, courageous, creative mindset that is powered internally. They need to be aware of the choices they make and willingly take responsibility for their actions.

Therefore, rather than ‘educating’ students and imposing ‘top down’ lessons that tell them what they need to know, we need to support students as they learn to become learners. In the words of Pink Floyd, “We don’t need no education. We don’t need no thought control.”

Rather than educating our kids, we need to teach them how to learn.

As an English teacher, I believe the key to learning is literacy. However I am not simply talking about an ability to consume words on a page and regurgitate thought patterns. I am referring to developing literacy skills that extend beyond reading and writing. If we think of literacy as being the ability to recognise, manage and use information (decode, recode and code), it is possible to broaden the term ‘literacy’ into other domains. This is why I like to challenge students to develop their critical, emotional and creative literacy skills. Students who are critically, emotionally and creatively literate have the power to interpret and evaluate their world. They also have the ability to change it. They have a voice and the skill set required to ensure their voice is heard.

So, rather than looking behind at what has passed, rather than seeking to wrestle old education practices into new shapes, let’s create new spaces for learning. Let’s look forward and look ahead. Students who understand the learning process and take responsibility for their part within it are more likely to be motivated because they are traveling toward a destination they have chosen.

This is a Rite; travel the learning the path to gain access to a world filled with possibility. Develop critical, emotional and creative literacy; open the door to lifelong learning.

Welcome to a World of Expression.

I Can’t Spell

September 23, 2012 By Nicole Feledy

I have a confession to make; I can’t spell and have carried this burden all my life. Primary school was a series of disappointments because I never received ‘spelling’ jelly beans (our teachers rewarded students who spelt their words correctly three weeks in a row). I felt helpless; even when I recognised a word was spelt incorrectly, I couldn’t remember how to re-assemble the letters. To solve the problem, my teachers recommended extensive reading. However, since I was already a book worm who rarely had her nose out of a book, the advice was not helpful.

It wasn’t until many years later that I realized why voracious reading was not an effective way to improve my spelling – I see images rather than individual letters (so those ‘joke’ paragraphs that use a jumbled letter sequence are easy to read). Having identified my problem, I devised other ways to manage my ‘condition’.

I am vigilant in checking my spelling. I also have a deep empathy with students learning to spell, particularly those who find it challenging. I am open about the fact that I find spelling difficult and ask students to check the spelling of all words I write on the board. My students seem to enjoy the opportunity to ‘correct’ their teacher and actively search my writing for potential mistakes. This demonstrates that I expect all writing to be checked before it is ‘handed in’.

Now before anyone recoils in horror at a teacher who may make a mistake when writing on the board, I need to state plainly and clearly, I believe spelling is extremely important. To my way of thinking, taking the time to spell correctly and use grammar appropriately (in other words careful proof reading) shows respect. Correct spelling demonstrates respect for your readers and respect for your ideas. It also shows that you respect the rules of your community and perhaps more importantly, it conveys respect for yourself. So, even though I am a poor speller, I am an effective proof reader. This is the skill I model to my classes. I show them it is ok to make mistakes but, it is very important to correct them. When I ask my students to ‘check my spelling’ I am purposefully doing three things.

1 – I am empowering students within the learning situation. I am asking them to help me identify problems in my writing, which I then correct. We follow the same process when checking their writing. This creates a shared learning opportunity – students learn they are an active part of the learning process. Learning is an exchange rather than a one way presentation. Therefore, when I correct their work they view it as an opportunity to improve their writing, rather than seeing it as ‘marking’ or ‘judging’.

2- I am checking student’s level of engagement, if I find a spelling mistake before they do, they know, I know, they have simply copied information from the board without actively participating or thinking about what they are writing. In these cases we discuss the learning process before we progress further.
3. I am modeling the drafting and editing process. This demonstrates to the students who feel dejected about their spelling ability that a spelling problem can be overcome. They learn, when spelling is difficult, I expect them to use a dictionary or the spell checker on their computer, to edit their work.

I encourage my students to write fearlessly. Therefore, first drafts become a creative opportunity for raw thoughts to ‘flow’ onto the page. Then, in subsequent drafts, these ideas can be organized coherently and cohesively. As drafts reach final stages, they need to be proof read for spelling and grammar errors.

In my experience, adopting this approach actually improves student literacy (and spelling). They learn to self correct and, equally importantly, they are not held back from expressing themself. Rather than assuming spelling skills define their ability to write, they learn that creativity and perseverance have a greater influence on the success of their writing. Spelling is a mechanical process that simply requires a writer to check their work. However, magic happens through creating a message which is entertaining, persuasive or informing.

Welcome to a World of Expression

Authentic Fears and Year 11 Exams

September 16, 2012 By Nicole Feledy

As year 12 faces ‘those’ exams and year 11 approaches the challenge of year 12, both year groups may experience fear. Although fear is an emotion associated with a possible outcome and may be described as false evidence appearing real, there are times when the potential threat is genuine. How do you identify which is which?

One strategy is to look into the fear (rather than turning away) to discover the thought pattern beneath. The next step is recognising the problem and applying reasoning skills to uncover a solution. In many cases, even if the fear doesn’t disappear, it will shrink. The Buffy the Vampire Slayer episode ‘Fear Itself’, offers an entertaining illustration of this concept. The characters learn sometimes it pays to read instructions carefully because threats may not be quite what you expect.

These were the thoughts whirring in my head during a recent conversation with my 17 year old son. He was in the grip of year 11 exam preparation and decided to focus on his future. He soon found himself struggling under the weight of perceived year 12 expectations. My son identified two dominate fears; passing year 12 English and completing his Design and Technology major work. Thankfully, he wanted to talk the problem through. He was willing to explore his inner worlds and expose the thought patterns underneath. Our conversation then turned to possible solutions. The magical outcome of this approach was the opportunity to address a more immediate, yet to be acknowledged fear; a fear of the year 11 exams.

You see, my son had chosen to fear something in the distant future, something he felt as could run from (his initial solution was to drop year 12) rather than facing a more pressing fear. He had unconsciously decided to avoid the threat of year 11 exams. Yet this menace was the most pertinent; it was already in front of him and he felt powerless to do anything about it. He could not run away. So this undefined fear gnawed away at him causing dis-ease. Even though he knew strategies to settle pre-exam nerves, at this point he was finding them difficult to apply. Why?

One answer is a lack of clear direction. My son could not identify an authentic reason for sitting the exams. They were a ‘test’ without a recognisable benefit (unlike a football semi-final which leads to a grand-final). In his mind year 12 promised more anxiety, so passing year 11 exams would only lead to more stressful situations. It seemed pointless. Yet, after chatting through the reasons for studying year 12 and addressing concerns about the year 12 English and Design and Technology courses, my son was able to acknowledge his fear of the year 11 exams. He faced it, determined a study strategy and, although still nervous, was able to see a way forward and apply relaxation techniques.

This post has already become a little longer than I intended, however you may be wanting a few more details as to how my son addressed his fear of year 12 English and year 12 Design and Technology.

First, he faced his fear of English by recognising how to target specific texts by embarking upon a focused study plan. He also remembered he has a strong network of family and friends who will support him whenever he feels ‘out of his depth’.

He overcame his fear of producing a Design and Technology major work after a brain storming session of possible and exciting product ideas. The anxiety became anticipation when, drawing upon the activities that are consuming my life at the moment, he realised he could apply real world technology to generate interest and funds for his project, post school.

Have you heard of crowd source funding? Crowd source funding refers to the practice of attracting people (crowds) to help fund a project. People pledge money, often in return for beta versions of products, donations on their behalf, or launch party tickets. This money is used to turn a creative idea into a product or service. Crowd funding is also used for charitable events. There are many internet sites devoted to this activity such as Kickstarter and Indiegogo in America or Pozible in Australia.

Although these sites may not be directly applicable to a year 12 student designing a major work, they offered my son a taste of what was possible with a little creative thinking. He could see that activities and lessons completed within school, may reach beyond the school gate. In that moment, school became a step on the path of lifelong learning and his fears, whilst real, had an authentic context. Here they could be examined, explained and eliminated.

Welcome to a World of Expression

Choose to Be The Author of Your Life

What Should Teachers Teach?

Ready To Sit Your Exams?

We Don’t Need no Education

I Can’t Spell

Authentic Fears and Year 11 Exams

Live a Mindful Strengths based Narrative

Free Mini Mindfulness Poster

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