"we learn by teaching"
I was proud to see this in action in my maths class today. There are a number of students who understand mathematical concepts quite easily and are able to dive straight into their work as soon as I have given them a quick run down on how a particular concept works. Then there are the others who are not so confident and need a little more scaffolding...
While working with a few of these little ones one of my bright sparks had finished his work and then started to help others who were in need.. At Uni they called this "peer tutoring" and I am in full support of it- particularly since there is only one of me and I can't get around to all 28 students at once! Sometimes it can be helpful to hear it from someone else and all of a sudden everything makes sense!
Two lovely girls were struggling to grasp one concept today- they both had trouble with the same thing.. So I sat with them to help them work through a few questions and guide them along the way. There were two ways to solve these questions, one girl caught onto the first way, the other clung to the second way. Neither could make sense of the alternative version- so I suggested they "teach" each other how to do it their way.. they both started to object and say that "but miss! I can't explain it!!" I told them that if you show someone else how to solve a problem step by step it becomes more clear in your own mind and won't be forgotten so easily.
It's nice to see that some of the stuff they taught me at Uni is actually valid! Jet a pity you have to wade through all the superfluous stuff!
TGBTG xx
Tuesday, July 26, 2011
Sunday, July 3, 2011
cuiusvis hominis est errare
Every human can make a mistake.... (Cicero)
Ugh, I am thoroughly disgusted with myself!
In my haste to publish I have neglected to properly proofread my earlier posts.. I have since discovered SEVERAL spelling errors.. (LOL, one painted a vivid picture, my husband's face was a potato masher!! Translated: My husband's fave was a potato masher!)
I can take some solace in knowing that most of these typos were due to typing on my iphone, one handed! Really, it is! Most of the time I posted I was in the middle of feeding my little one. I feel a strong need to make the most of my time when sitting still and feeding, so often I am researching or blogging. Lately it's been researching (ho hum, "research" sounds more professional than "web surfing" )
So, this being my blog about teaching escapades, what is the point of this post?
Student apathy, rushing work and submitting a lacklustre end product.
So many of my students rush and don't take the time to ensure their work is thorough and of a high quality.. My own teenage son is guilty of it. They detest prolonged assessment and just want to get it "over and done with" and are happy to hand in something that is "close enough".
Flashback to my own high school days, yes, I admit, I was a bit of a bull in a china shop too.. I don't know how many times I kicked myself after getting a maths exam back to see that I made stupid, careless mistakes - d'oh!
My dear husband made a very, very valid point during one of our animated discussions about the state of the education system, specifically, marking maths questions. Near enough isn't always good enough.. if we produce students who calculate bridge dimensions that are slightly out - we are doing society a disservice - a potentially deadly one. Think of a bridge the size and scale of the Gateway in Brisbane! I shudder to think. And yet, I have students whinge to me, "Miss, when am I ever going to use this in real life?"
Admittedly these statements come from students who struggle with maths and would rather be anywhere else but school. I often wonder what the secret is to make these students engage more and take an interest in their education, to value the opportunities they take for granted every day. I daresay maturity plays a big part there. I also stand by my statement that school is the training ground for the real world, get it right there and life will be a little more easier for you.
To sum it up, here is another latin phrase made famous by Cicero.. itbuilds upon the title of this post:
Cuiusvis hominis est errare, nullius nisi insipientis in errore perseverare
"Any man can make a mistake; only a fool keeps making the same one."
Suffice to say, I will be going back and editing my typos post haste!!
TGBTG
xx
Ugh, I am thoroughly disgusted with myself!
In my haste to publish I have neglected to properly proofread my earlier posts.. I have since discovered SEVERAL spelling errors.. (LOL, one painted a vivid picture, my husband's face was a potato masher!! Translated: My husband's fave was a potato masher!)
I can take some solace in knowing that most of these typos were due to typing on my iphone, one handed! Really, it is! Most of the time I posted I was in the middle of feeding my little one. I feel a strong need to make the most of my time when sitting still and feeding, so often I am researching or blogging. Lately it's been researching (ho hum, "research" sounds more professional than "web surfing" )
So, this being my blog about teaching escapades, what is the point of this post?
Student apathy, rushing work and submitting a lacklustre end product.
So many of my students rush and don't take the time to ensure their work is thorough and of a high quality.. My own teenage son is guilty of it. They detest prolonged assessment and just want to get it "over and done with" and are happy to hand in something that is "close enough".
Flashback to my own high school days, yes, I admit, I was a bit of a bull in a china shop too.. I don't know how many times I kicked myself after getting a maths exam back to see that I made stupid, careless mistakes - d'oh!
My dear husband made a very, very valid point during one of our animated discussions about the state of the education system, specifically, marking maths questions. Near enough isn't always good enough.. if we produce students who calculate bridge dimensions that are slightly out - we are doing society a disservice - a potentially deadly one. Think of a bridge the size and scale of the Gateway in Brisbane! I shudder to think. And yet, I have students whinge to me, "Miss, when am I ever going to use this in real life?"
Admittedly these statements come from students who struggle with maths and would rather be anywhere else but school. I often wonder what the secret is to make these students engage more and take an interest in their education, to value the opportunities they take for granted every day. I daresay maturity plays a big part there. I also stand by my statement that school is the training ground for the real world, get it right there and life will be a little more easier for you.
To sum it up, here is another latin phrase made famous by Cicero.. itbuilds upon the title of this post:
Cuiusvis hominis est errare, nullius nisi insipientis in errore perseverare
"Any man can make a mistake; only a fool keeps making the same one."
Suffice to say, I will be going back and editing my typos post haste!!
TGBTG
xx
Tuesday, June 7, 2011
lux tua nos ducat
Your light guides us ...
I'm a Christian. I work in a Christian school. I have the privilege and freedom to talk about Christ to students everyday. I am truly blessed.
A requirement of teacher registration here in QLD is to undertake 30 hours of PD (professional development) per year. Earlier this year our school implemented a program for us to formally identify areas we need to develop.. It's called a professional learning portfolio. I have chosen to focus on nhancing the area of including a Christian worldview in all aspects of my teaching, to make it obvious to students how God applies in their learning and ultimately in their life.
I have chosen this area because I have only been a Christian for six years now and feel ill-equipped to share the gospel and do it justice- but I've been misguided to think it's a talent one can just acquire - I need to open myself to be guided by the Holy Spirit and let God use me to reach the students I teach every day. Hence, the title of this post, your light guides us.
TGBTG
I'm a Christian. I work in a Christian school. I have the privilege and freedom to talk about Christ to students everyday. I am truly blessed.
A requirement of teacher registration here in QLD is to undertake 30 hours of PD (professional development) per year. Earlier this year our school implemented a program for us to formally identify areas we need to develop.. It's called a professional learning portfolio. I have chosen to focus on nhancing the area of including a Christian worldview in all aspects of my teaching, to make it obvious to students how God applies in their learning and ultimately in their life.
I have chosen this area because I have only been a Christian for six years now and feel ill-equipped to share the gospel and do it justice- but I've been misguided to think it's a talent one can just acquire - I need to open myself to be guided by the Holy Spirit and let God use me to reach the students I teach every day. Hence, the title of this post, your light guides us.
TGBTG
Sunday, June 5, 2011
utrum per hebdomadem perveniam
"If I can just get through this week..."
Here's the post I mentioned earlier - about reporting.
It's that time of year again, and my maternity leave finished just in time to have to actually do some reports. Can't whinge too much really, I missed parent teacher interviews from Term 1!
As I have said before, I have been teaching for nearly three years now (but with much life experience prior to that!) It seems to be getting easier to write comments for each student.
I have some issues when it comes to reporting, not sure where to begin really.
From what I understand, the government dictates that students are to be given a result based on a five point scale. What was once an "A", where a student can do everything expected for their grade level, is now, in fact, a "C". That can be a rude shock for parents when they are used to/expect their child to achieve an "A" or a "B" grade.
To achieve a higher grade, students are required to demonstrate skills/knowledge that is beyond their grade... so, basically, we teachers need to incorporate opportunities for students to meet higher levels in the assessment we design.
For example, in maths and science exams, questions are ranked on what grade level they are. The more complex questions give students the chance to demonstrate their extended knowledge to achieve higher than a "C".
I don't really agree with it, but the more I work with the system, the more it starts to make sense, sorta, kinda...
Anyway. That's all from me for now.
Be back when I find a latin phrase that suits my next post idea.
TGBTG
Here's the post I mentioned earlier - about reporting.
It's that time of year again, and my maternity leave finished just in time to have to actually do some reports. Can't whinge too much really, I missed parent teacher interviews from Term 1!
As I have said before, I have been teaching for nearly three years now (but with much life experience prior to that!) It seems to be getting easier to write comments for each student.
I have some issues when it comes to reporting, not sure where to begin really.
From what I understand, the government dictates that students are to be given a result based on a five point scale. What was once an "A", where a student can do everything expected for their grade level, is now, in fact, a "C". That can be a rude shock for parents when they are used to/expect their child to achieve an "A" or a "B" grade.
To achieve a higher grade, students are required to demonstrate skills/knowledge that is beyond their grade... so, basically, we teachers need to incorporate opportunities for students to meet higher levels in the assessment we design.
For example, in maths and science exams, questions are ranked on what grade level they are. The more complex questions give students the chance to demonstrate their extended knowledge to achieve higher than a "C".
I don't really agree with it, but the more I work with the system, the more it starts to make sense, sorta, kinda...
Anyway. That's all from me for now.
Be back when I find a latin phrase that suits my next post idea.
TGBTG
Monday, May 30, 2011
Audi, vide, tace
Hear,see and be silent!
Every teacher's dream, perhaps?I heard on the radio the other day that there is a young girl in Britain who won the argument to listen to an iPod while completing an exam.. She is unable to concentrate without it apparently! Most people would assume that the iPod opens up a can of worms, esp. the potential to cheat. They managed to work around it by having a dedicated iPod upon which officials would load the student's nominated music selections. This brings me to talk about the different types of learners that are found in the classroom- auditory (hearing), kinesthetic (touch/feel) and visual (seeing). There are numerous websites dedicated to this topic- one source states that knowing your learner type can be the key to improving grades. I know that when it comes to assembling new items I avoid eading through detailed instructions and work it out as I go.. That leans towards kinaesthetic I believe.. I must also confess that I think I'm also auditory- I'd rather be told/listen to something than wade through text .. I try to make sure all these bases are covered in my lessons.. I do think I have a tendency to lean towards more visual/auditory- I love to verbally engage my students- which sets off a chain reaction where students then start talking about unrelated topics..I do also support students having a dialogue about their learning- it helps them to further deepen their understanding of the concepts they talk about. That means my classrooms sound rather noisy at times..
Such is life!
TGBTG
Xo
Every teacher's dream, perhaps?I heard on the radio the other day that there is a young girl in Britain who won the argument to listen to an iPod while completing an exam.. She is unable to concentrate without it apparently! Most people would assume that the iPod opens up a can of worms, esp. the potential to cheat. They managed to work around it by having a dedicated iPod upon which officials would load the student's nominated music selections. This brings me to talk about the different types of learners that are found in the classroom- auditory (hearing), kinesthetic (touch/feel) and visual (seeing). There are numerous websites dedicated to this topic- one source states that knowing your learner type can be the key to improving grades. I know that when it comes to assembling new items I avoid eading through detailed instructions and work it out as I go.. That leans towards kinaesthetic I believe.. I must also confess that I think I'm also auditory- I'd rather be told/listen to something than wade through text .. I try to make sure all these bases are covered in my lessons.. I do think I have a tendency to lean towards more visual/auditory- I love to verbally engage my students- which sets off a chain reaction where students then start talking about unrelated topics..I do also support students having a dialogue about their learning- it helps them to further deepen their understanding of the concepts they talk about. That means my classrooms sound rather noisy at times..
Such is life!
TGBTG
Xo
Sunday, May 29, 2011
ad astra per alia porci
To the stars, on the wings of a pig..
Oh how I giggled when I read this- I was looking through lists of Latin phrases to use for my latest entry and there it is.. Combines my love of stars (and, by extension, science) as well as my sense of humour, I regularly make the statement "pigs might fly" when I doubt that something might happen!
This post isn't going to have anything much related to my teaching escapades , it's mainly to break a dry spell..
I returned to work last Monday 23/5 after 8 weeks on maternity leave, it was nice to be back.. Although I miss my baby terribly. My students apparently missed me while I was gone, that made me feel appreciated- inflated the old ego too, helped me to focus on serving my students even better than before- it may even involve a little but of tough love!
Sigh- reporting is coming up again soon- my next post may very well be related to that topic- or, maybe not!
One thing I heard the other day were some stats on how many students there were in China- As well as how many students actually graduate from school here in Aus.. It was scary to think about it! China is going to be ahead of the crowd academically, that could have so many ramifications for the future- how on Earth can I get that through to these kids that only care about reading tripe on Facebook instead of working and studying hard?? Guess I shall have to pray about it. In the meantime, when I hear students whinge about why do they have to learn maths or science I could very well tell them it might mean the difference between choosing to speak Chinese or having to speak Chinese as a first language!
That's it for now
TGBTG
Oh how I giggled when I read this- I was looking through lists of Latin phrases to use for my latest entry and there it is.. Combines my love of stars (and, by extension, science) as well as my sense of humour, I regularly make the statement "pigs might fly" when I doubt that something might happen!
This post isn't going to have anything much related to my teaching escapades , it's mainly to break a dry spell..
I returned to work last Monday 23/5 after 8 weeks on maternity leave, it was nice to be back.. Although I miss my baby terribly. My students apparently missed me while I was gone, that made me feel appreciated- inflated the old ego too, helped me to focus on serving my students even better than before- it may even involve a little but of tough love!
Sigh- reporting is coming up again soon- my next post may very well be related to that topic- or, maybe not!
One thing I heard the other day were some stats on how many students there were in China- As well as how many students actually graduate from school here in Aus.. It was scary to think about it! China is going to be ahead of the crowd academically, that could have so many ramifications for the future- how on Earth can I get that through to these kids that only care about reading tripe on Facebook instead of working and studying hard?? Guess I shall have to pray about it. In the meantime, when I hear students whinge about why do they have to learn maths or science I could very well tell them it might mean the difference between choosing to speak Chinese or having to speak Chinese as a first language!
That's it for now
TGBTG
Monday, May 2, 2011
minima maxima sunt
The smallest things are the most important ..
That applies to many facets of life.. In this blog I want to yap about how it applies to teaching junior high school students mathematics...
So often during maths I will demonstrate a new concept, explaining each step ever so painstakingly, get them to copy the example in their notebooks and then set an exercise from the text book to apply the new knowledge. Within five minutes I hear one of two things - "Miss, I don't get it" (that's a whole post on it's own) OR "Do I HAVE to show working?"...
Cue exasperated sigh... My response is a resounding YES!!! As one of my very dear work friends put it, working out is learning how to put mathematical terms into mathematical sentences, followed by paragraphs and then pages.. The latter of which you have to do in senior maths.
I explain this to them in kid speak and also the fact that it may mean the difference between partial marks or no marks at all- and I STILL get moaned at. Honestly, some days I am exasperated at the laziness of this generation- although there's are a select few who are highly motivated and self disciplined. I still hold hope they will be the future leaders of tomorrow!!
I shall have to have a think about a strategy to use on my students that will somehow get through to them that the small things matter!
TGBTG
Xx
That applies to many facets of life.. In this blog I want to yap about how it applies to teaching junior high school students mathematics...
So often during maths I will demonstrate a new concept, explaining each step ever so painstakingly, get them to copy the example in their notebooks and then set an exercise from the text book to apply the new knowledge. Within five minutes I hear one of two things - "Miss, I don't get it" (that's a whole post on it's own) OR "Do I HAVE to show working?"...
Cue exasperated sigh... My response is a resounding YES!!! As one of my very dear work friends put it, working out is learning how to put mathematical terms into mathematical sentences, followed by paragraphs and then pages.. The latter of which you have to do in senior maths.
I explain this to them in kid speak and also the fact that it may mean the difference between partial marks or no marks at all- and I STILL get moaned at. Honestly, some days I am exasperated at the laziness of this generation- although there's are a select few who are highly motivated and self disciplined. I still hold hope they will be the future leaders of tomorrow!!
I shall have to have a think about a strategy to use on my students that will somehow get through to them that the small things matter!
TGBTG
Xx
Saturday, April 30, 2011
tempus fugit (time flies)
I have returned!
much has happened since last posting.. it has certainly been a year full of learning curves!
2011 is a year where I get to focus on my teaching practice alone.. and I'm loving it! What have I been doing before now you might ask- well, treading water really- For two years I was a year level coordinator- boy does that suck the life out of you. To do it properly I focussed all my energies on that job and less on pedagogy really.. Perhaps because I am still only a new teacher (three years in July). I guess I was able to pull YLC off because Of my age and experience as a mother of four children.
Mostly I liked doing the job, but it made me realize that I want to stay at the coal face and teach the students.. always striving to find a better way to help them learn- that is my passion. Admin positions don't really appeal to me at this stage- although if you ask me in ten years time that might have changed! I do doubt it though.
Well, that's about it for this post.
XO
much has happened since last posting.. it has certainly been a year full of learning curves!
2011 is a year where I get to focus on my teaching practice alone.. and I'm loving it! What have I been doing before now you might ask- well, treading water really- For two years I was a year level coordinator- boy does that suck the life out of you. To do it properly I focussed all my energies on that job and less on pedagogy really.. Perhaps because I am still only a new teacher (three years in July). I guess I was able to pull YLC off because Of my age and experience as a mother of four children.
Mostly I liked doing the job, but it made me realize that I want to stay at the coal face and teach the students.. always striving to find a better way to help them learn- that is my passion. Admin positions don't really appeal to me at this stage- although if you ask me in ten years time that might have changed! I do doubt it though.
Well, that's about it for this post.
XO
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