7 boys, a mum & 28 pre-service teachers: A narrative of challenges

This post also addresses prompt number 6 in the #edublogsclub challenge – Challenging situations.

Once upon a time….

No, sorry…

This semester sees me working with 2nd-year pre-service teachers. The unit is the same as the one from 2016 and once again we get to go out to a school in Week 3 and ‘teach’ a couple of Year 7 students on campus. This is usually done during our tutorial time, however, this year proved to be a little challenging in that our tutorial time is 4-6 pm!! Um, schools don’t usually have students ready to go at that time – but alas – the time slot couldn’t be changed regardless of how important this ‘teach’ visit is to my students’ first assignment, (that’s another story!).

Anyhow, let’s not get side-tracked. I wanted to share once again the wonderful adventure we had that afternoon and how we managed to pull it off considering we went from 28 Year 7 boys willing to participate, all the way down to 6. With pizza and choc mud cake on the menu, the boys signed up to remain after school and participate in the activity. Until…

The bribe

They realised it was actually parent/teacher/student (P/T/S) interview evening and they finished school at 2 pm! The numbers dwindled down to 10 boys, and with only a couple of days before the activity, we went to Plan B – there is always a Plan B!

The hour we had with the students would need to be split into two. We have 10 boys participating in two sessions. This would be okay, as the teaching was only for 30 minutes, so my own pre-service teachers would be prepared and it would not impact on their lesson plan. Emails were sent to all and preparations made. I would pick up the food and make my way to the school, arriving in time to feed the students and set up the space. A half dozen of my students, who didn’t have a class before the tutorial would meet me to help with preparations. And then the phone rang…

It’s the day of the activity.

“Hi Jo. How are you going?”

It’s my contact from the school.

The conversation goes something like this….’Everything is okay. We are all set to go except we are now holding the activity in the library and not in the performing arts centre (where I told my students to meet me). No problem we’ll send the boys down to direct them. See you later in the afternoon.’

All good.

And then the phone rang…again…

“Hi Jo. How are you going?”

It’s my contact from the school.

“I’ve got some bad news.”

We are now down to 6 students.

Time for Plan C. Hang on. I don’t really have a Plan C. I have 11 groups (28 students in 2s and 3s) and 6 students. Each group except for 2 are expecting to be teaching 2 Year 7s for 30 mins. I get in my car to pick up the food and head on over to the school. Plan C, if I had one, won’t work, at least not without disppointing my students.

Later, at the school, I’m so happy to see my students who have arrived early as promised. We make our way to the library space, Plan C still isn’t coming.

“Hi Miss!” exclaim 2 little Year 7 boys awaiting our arrival.

I already feel better.

“Here boys, have some pizza. Now while we set up why not go find a friend to join us?”

“Ok,” they reply enthusiastically.

They soon return with another student willing to join in. That’s 7. Is Plan C on it’s way?

Slowly my other pre-service teachers begin to arrive while a few get caught in traffic and message to say they are running late. No problem. Plan C is slowly appearing. We have 3 groups already here and we’re 30 mins early – let’s start the first session and instead of 2 rotations we’ll do 3, plenty of time till 5 pm! H-E-L-L-O … Plan C!

And so the sessions begin.

In no time at all we have paper planes flying, gold coins appearing and science experiments taking shapes.

Planes, coins & science

My pre-service students keep arriving and another student arrives after finishing with P/T/S interviews in tow with mum and dad ready to join in the learning. “Please join us, mum and dad, you’re most welcome!” Mum is keen. So now we have 7 boys (yes I know that should be 8 but one has to leave to attend the interviews so really it’s still 7). The boys grab another piece of pizza and make their way to join another group ready to go again. In this session we’re doing kinetics, working probability and travelling to the land of ancient Egypt. There is also evidence of more science experiments to do with chocolate. I also spot one young man exploring through a paper telescope – I can’t wait to read about that one!

I spy…

Ancient emoji?

30 minutes later … A-N-D … TIME! Last cycle: the 7 boys and the mum rotate one last time. In this session I find more science experiments, this one has balloons and looks very interesting. In another corner, Japanese is being taught, while yet another group is deep into the medieval world and a third is working on area and perimeter – looks and feels nothing like when I went to school. Much laughter and engagement prevail and it looks like Plan C worked!

‘konnichiwa’

More pizza and mud cake, lots of thank yous and satisfaction prevails. We did it!

Time for reflection….

Reflecting on our teaching

Many thanks once again to De La Salle Malvern and especially their Year 7 coordinator who supported us all throughout this process, including entertaining the idea of having students stay after school to accommodate our tutorial time. Hopefully next year common sense will prevail and the tutorials will all be scheduled during the school day when students are actually in school!

Thanks for reading 🙂

5 things I want my pre-service teachers to know

Of course, if you’ve been following this blog you already know that one of my professional goals was to teach pre-service teachers and that this semester I am privileged to have my own tutorial group of 29 students. Given the large number and the course outline which stipulates that they must prepare and deliver a 30-minute lesson first to a couple of Year 7 students in a school -you can read about that here – and then to their peers during our tutorial time over 6 weeks it leaves me very little time to review or give feedback out loud. Our sessions are all about getting everyone a turn to deliver their class, while feedback is provided in writing or sent via email after the sessions. I have to say, there has been much learning in these sessions and as second year students they have done a great job!

Next week the students are due to go out on their professional practice rounds and so there will be no tutorials scheduled for two weeks after which there is only one more session for the semester aaarrgghhh!

Hence this blog post. I really want my pre-service teachers to know the following:

1. Relationships

baggage

baggage

All of you have delved into this area at some point in your peer teaching session but I cannot stress it enough for when you are teaching and learning students. It does not take much to learn your students and does get easier the longer you remain in the most rewarding of all professions. However, sometimes we forget, especially when our own baggage comes in with us into the learning space. I have always said and will continue to do so – when going into your learning space, leave your baggage outside as there will be no room for it given there are between 25 and 29 other pieces coming in. Please remember that those students come into the learning space with needs, some with more needs than others, but they always need to feel safe, to be respected, to be loved (you know what I mean here) and for you to believe they can and be prepared to show them how.

2. Aims & Objectives

SMART goals

SMART goals

There is a clear difference between aims and objectives but they are constantly running into each other. Your aim (usually only one) is what you hope to achieve or the overall big picture item. The objectives are the steps that need to be taken to achieve the aim. In other words long- term plan and lots of short term plans to make the journey more enjoyable, less stressful and more achievable. Objectives usually begin with verbs – doing words. I encourage you to use the S.M.A.R.T goal process in developing them.

By the end of the lesson/class/week the students will be able to….(now list the objectives based on SMART).

 

3. Information overload

MacMeekin's infographic on Blooms 'revised' Taxonomy

MacMeekin’s infographic on Blooms ‘revised’ Taxonomy

So you are about to plan and teach a class -how much information is enough? By information I mean knowledge and skills. I think you can never have enough knowledge and skill but one can only digest certain amounts at particular times. This is mostly true if you are ‘feeding’ them the information. I want to remind you that you don’t have to have all the knowledge nor do you have to give them all the answers. I’d like to see you take more risks and allow time for students to explore a little more and hence develop their own skills and knowledge. Consider practical applications to encourage your students to think, to evaluate and to analyse. Why do they need to know this? How will it help them in the future? These are sometimes really hard questions to answer especially when there is a set curriculum to get through. Don’t be afraid to accept any teaching moments that occur BUT be wary you are not leading them down the garden path. Incorporate into your lessons some Bloom’s Taxonomy – you don’t have to do it all, all of the time but we do have to move from just receiving and regurgitating knowledge for testing and then forgetting all about it. Create ‘fun’ ways for them to seek, find and apply.

4. Learning activities

'FUN'

‘FUN’

While it is important for students to develop collaborative skills, there are many who don’t enjoy it, feel they have nothing to offer, or take advantage of the others and choose not participate. Sound familiar? As a pre-service teacher you need to build a repertoire of different ways you can get them to collaborate without saying, “Okay now let’s get into groups and discuss…”  Sometimes it’s important to allow them time to think on their own or perhaps with just one other peer. The way you ask is also crucial  – let them know there is no one answer – I always like to say for example, “What do YOU think of ….?” ” Can you give me an example from your own experience ….” “What does your partner think of ….” These types of questions don’t require correct answers because it’s their opinion and these are the types of queries that help build confidence and lets them know that what they think is important and they are encouraged to share it if and when they wish. Can you think of ‘fun’ ways to group your students without exclaiming the dreaded “Okay now let’s get into groups and discuss…”? Why not share them below so we can all begin filling our tool box. 

5. Thinking scaffolds

FAIL - First Attempt In Learning

FAIL – First Attempt In Learning

Every student has different learning needs and every class is different and I understand that this can be quite overwhelming for any teacher but most especially for pre-service teachers. Don’t be intimidated by this, remember what I said; each of your students needs to feel safe in your classroom, a place where it’s okay to make mistakes and that learning is challenging (this is good) but there are plenty of scaffolds you can use to help them get to the goal. Providing scaffolds my dear pre-service teachers is not the same as giving them the answers or making it easier -they are different kinds of challenges that don’t overwhelm students and burden them so they give up. Think of it this way…there is treasure on the other side of a deep, deep forest and each student will take a different path through that forest to reach it. Some students are armed with sickles and make their way quickly only having to stop when the trees are very thick to re-think their options. Other students take their time and discover little entry points here and there and follow the paths, stopping at lookout points along the way to take photos, others plunge into the forest without a plan and soon find themselves lost and without supplies, another lot of students stand at the clearing, too frightened to attempt the journey in case they are discovered as imposters as they haven’t a clue where to begin. These are the students in your class; there might even be others. Scary isn’t it?

No.

Believe.

Everyone will learn, eventually, you just have to help facilitate and encourage that learning through scaffolds. It is always a good idea to begin with a plan, ask questions -both open ended and closed and discuss some scenarios. “What would you do if…?” “What options do you have?” “Which option would you be willing to try? Why?” “What do we need to …?”

Step by step graphic

Step by step graphic

You may give them some tools to use to clarify their thinking – my favourites are graphic organisers and there are hundreds of websites and apps you can use just google it and see. I also think that if each student had a chance to discover which 2 or 3 were their favourites they could use them over and over when they needed to plan out their thoughts.

There are, of course, many more things I would like to tell you but taking my own advice in information overload, I’ll leave that for another time.

Finally my dear pre-service teachers, remember teaching and learning is meant to be ‘FUN’ don’t let anyone tell you otherwise. Now get out there and make a difference!

Thanks for reading 🙂

Contemplating reflection – some practical applications for my pre-service teachers

My dear pre-service teachers,

I was very excited when finally one of my career goals was realised earlier this year with an appointment to run a tutorial group of pre-service teachers.

Excited

Excited

I have a great bunch of 2nd year students who will one day embark on the greatest of professions. Teaching, after all, is what allows all other life’s dreams to come true. Have you thought about that? Teachers make all other professions possible. For many of us it’s about making a difference. That’s what sets us apart – I believe I can make a difference even if it takes years and years, I’m never giving up!

Reading and digesting the text

The other day I was reading my chapters from our text book – I figure if my pre-service teachers have to read it, so should I (yes I know you don’t all read the chapters!). Much of what is written I have encountered over the last 30 years in schools but every now and then I find a gem or two that makes me think…Ahhh yes!

So I thought as part of my first ‘blog hour’ – my coach had me set a goal of one hour per week because I mentioned in a telecoaching session last week that I really miss writing my blog. It seems to be the one thing I always set aside till next time because there’s some other more important task to complete. Well, now that’s over and here I am feeling happy and comfortable – early morning writing 🙂

So…about my first ‘blog hour’ – easily distracted is what I would have on my school report!

Back to this particular chapter – the one on reflective practice -are you reading this my pre-service teachers? I’m just about to surmise it for you – as if you picked up my copy and only had to read the highlighted sections and border notes.

“No matter how well you are doing in your teaching, there’s always room for improvement and refinement” (Churchill et al., 2016, p. 482).

Reflecting on practice is not always about mending what doesn’t work or reviewing those classes that just didn’t go the way you were expecting them to evolve. It’s also very much about celebrating what did work and will work in the future.  Put the failed class behind you as there will be many of them, don’t let them defeat you. Instead soon after talk it out with your mentor or a friend who understands, record your thoughts, that’s what iphones are really made for, blog it out, write it in your teacher journal, anything, just get it out while it’s fresh, and don’t forget to make it more than just a re-tell, incorporate the skill of critique and ask yourself; Why? How? 

Reflective questions

Reflective questions

“Reflection … entails making sense of what occurred, not just reporting on it or repeating it back at a later time” (p. 484). 

‘Real’ teaching is reflection in action (p. 485) that is thinking about and reflecting simultaneously while practising. It is simply the act of learning by doing and is only possible while planning, teaching and assessing. By the way this also works for your students, don’t forget to plan for it!

Speaking of which, students are a great feedback tool. They tell it like it is and we should all make efforts to ask them for feedback. It doesn’t always have to be formal and after the completion of a session or unit. Listening as they go about their learning is a powerful tool in gaining insights into what they can offer by way of data for your reflective practice. Even the silence is important – what was not said or asked?

“Observations can be done from a distance; listening requires proximity and intimacy” (Schultz, 2003 in Churchill, 2016, p. 489).

Take the time to ‘learn your students’ and while listening is a really important avenue so is watching, and learning them as a way to then take action. If you are interested in formal feedback it doesn’t always have to be an arduous task, feel free to download

and use it with your younger students to gain insights into how they perceive what is going on in your classes. Don’t take it personally but use feedback as a tool to continually improve your practice.

Another avenue for collecting data on which to reflect is via a critical friend. This will mean inviting a trusted colleague into your class to observe a pre-determined aspect of your teaching and then give their feedback. Video recording just 10 minutes of your class is also a great way to reflect on practice. Turning the camera towards the students, similar to how a go-pro operates offers even further insights.

Teacher_perspective

From a teacher’s perspective

It also got me thinking my pre-service teachers that while on placement you might contemplate asking your peers to come and observe your teaching – yet another interesting perspective.

Using technology to reflect

In this technological world there are a myriad of ways one can record reflective practice: video diary, blog, wiki, journal, word doc, instagram, etc., but have you thought about twitter? As a social media outlet I have found it to be an inspiration in my own teaching and learning and have a wonderful professional learning network of outstanding educators with whom I interact and share my practice. I would highly recommend it – you can’t judge until you try it. You can read more about my twitter experience here.

As you’ve probably concluded I use this blog as reflective practice and cannot say enough as to it’s value for me as an educator and learner. I write about many aspects of my life and always use them as a reflection of how we can be better.

“As an action-orientated habit of mind, critically reflective practice can offer new insights that will improve our work and our relationships with our students … far from being ‘busy work’, reflection is an essential component to … [our] work as teachers” (p. 502).

I once again encourage you my pre-service teachers to begin recording your experiences, thoughts, questions, think out loud through your reflective journal and “when [you as] novice teachers move beyond thinking about … [your] teaching as ‘doing’ to conceptualising how … [your] ‘doing’ informs … [your] practice, … [you] are on the road to turning … [your] experience into expertise” (p. 503).

I am so very happy to be part of that learning journey with you.

How will you record reflective practice? Please share your thoughts by commenting below.

Thanks for reading 🙂

Reference

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. C., Nicholson, P. & Vick, M. (2016). Teaching: Making a difference. Milton, QLD, Australia: John Wiley and Sons. 

Lava lamps, origami, magic and many more pre-service teacher adventures

This year I am very excited about having my own tutorial group of 2nd year pre-service teachers. Our adventures began just four weeks ago and since then we have been busily exploring what it is to be a teacher and a learner. They are an interesting bunch of students coming from all different backgrounds and for the most part quite enthusiastic, although at times I think I’m more excited than they are! I love teaching. I have said it many times.

Having the opportunity to work with pre-service teachers has been one of my goals for many years. I want them to experience the same passion I have for teaching and I hope that this semester I can share some of my experiences with them so that they may come to love teaching as much as I do. I hope I can instil in them the essence of learning. They have the key to the future of education and I hope they use it wisely.

So while the first few weeks of tutes were all about theory, standards, their own experiences of schooling, their favourite teacher and a little boys’ Ed thrown in for good measure, this week was all about practice.

I just had the privilege of watching my tutorial group fully engage a class of Year 7 boys in a 30-minute session. My pre-service teachers were waiting on the pavement outside the school when I arrived. Nervous but excited. They had come with bags of tricks, coloured paper, bottles filled with oil and water, laptops containing presentations and videos to shares.

work in progress -homemade lava lamps

Work in progress -homemade lava lamps

The Year 7 boys we were to teach seemed anxious but ready for action. Each pair had 30 minutes to ‘teach’ a couple of students. They prepared a wonderful array of learning and the boys seemed to be lapping it up. As the lesson began the pre-service teachers showed no signs of their initial nervousness. Fourteen round tables, two teachers and two students on each totally engaged in learning and teaching.

Aerodynamics

Aerodynamics

A couple of groups displayed their plane making skills while others engaged in different aerodynamics feats.

time to see if it works

Time to see if it works

One group learnt magic tricks while others ventured into the world of critical thinking and music.

Making magic

Making magic

Teaching Chinese with music

Teaching Chinese with music

Boys on another table were experimenting with volcanic eruptions using Oreo biscuits. Another mixed a concoction of water, oil, food dye and alka seltzers to make homemade lava lamps. There was some history, space exploration, mathematical calculations, geometry and a whole lot more. The session flew by and in no time it was gone.

3-D geometry

3-D geometry

“One minute to go folks!” I call out. “Oh no,” says a student in the corner, “Quick! Let’s have another go!” he calls as they take one last shot at getting the plane to spin.

A round of applause goes out to my class and to the students and teachers who supported us at De La Salle College. I look forward to seeing these same pre-service teachers in action with a class of their own, approaching it with the same apprehension but feeling themselves ‘hooked’ as their students’ faces come alive with curiosity.

Teachers are not born great – they become great.

Be great teachers.

Thanks for reading 🙂