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Who are your students and how do you know?

Who are your students and how do you know?. Professor Tanya Fitzgerald 2010. To get you thinking …. Teachers …. Do more than teach Model social behaviour and expectations Are the role models for those in their classrooms and schools Must earn respect Set boundaries

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Who are your students and how do you know?

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  1. Who are your students and how do you know? Professor Tanya Fitzgerald 2010

  2. To get you thinking ….

  3. Teachers …. • Do more than teach • Model social behaviour and expectations • Are the role models for those in their classrooms and schools • Must earn respect • Set boundaries • Make a difference in the lives of those with whom they come into contact

  4. As a teacher …. • UNDERSTAND YOUR STUDENTS • UNDERSTAND YOURSELF • CONSIDER HOW YOU TEACH • CONSIDER WHAT YOU TEACH • CONSIDER WHY YOU TEACH

  5. Remember …. It is not our purpose to become each other; it is to recognise each other, to learn to see the other and honour him/her for what he/she is Hermann Hesse

  6. Critical questions …. • What clues do you as a teacher have to identify and begin to know your students? • What strategies might you use to get to know your students? • How can you identify diverse talents? • What is your responsibility as a teacher?

  7. Why is this important? • Because not “leaving children behind” means starting where they are • Because some children’s need for a particular style or condition is intense enough to be a matter of psychological health and positive self-esteem and can either block or slow learning • Because intrinsic motivation is more powerful than external rewards • Because starting with individualised knowledge of learners is fundamental to good instructional practice

  8. Knowing and understanding students ….. • Create a class slideshow • Spin a classroom web • Observe interactions • Ask respectful questions • Try not to make assumptions • Try not to group students inappropriately (ie according to gender, ethnicity etc)

  9. What is not known and how might you use this information? • Roni is a teenage boy • He is a high school student • He is a son and he is a grandson • He loves his family • He likes drawing and wants to be an architect • He comes from Iraq, is very proud • He helps his mother by interpreting for her • He comes from a refugee background and speaks at least two languages

  10. Knowing this information … • Knowing this information about Roni allows you to: • know his goals, interests and strengths that can be built upon; • be more inclusive when you are talking to him; and • not make assumptions about him and the knowledge he brings to tasks

  11. But …. • What about his concern and anxiety about his family and homeland? • What about the difficulties of being a migrant? • What support might Roni require? • What support might the family require? • What are the other challenges Roni potentially faces?

  12. Disrupted schooling • Migrant children • Children from refugee backgrounds • Children with chronic illness • Children kept at home by their caregivers • Children who move around families • Children who have been removed from schools

  13. Diversity and complexity • Start early and get children to know and celebrate themselves • Encourage openness about background, beliefs, family • Discuss differences and uniqueness • Use the curriculum and learning activities to emphasise and celebrate different ways of knowing and acting • Tolerate and accept ambiguity

  14. So …. • Celebrate individuals • Cultivate inclusiveness • Plan for learning needs • Create boundaries • Don’t make assumptions!

  15. Apple (2006:30) the best way to understand what any set of institutions, policies, and practices does is to see it from the standpoint of those who have the least power… That is, every institution, policy and practice – and especially those that now dominate education and the larger society – establishes relations of power in which some voices that will be heard most clearly are also those that have the most economic, cultural, and social capital, it is most likely that this will be the case. After all, we do not exist on a level playing field. Many economic, social, and educational policies when actually put in place tend to benefit those who already have advantages. 15

  16. Social justice has recently acquired a new intensity and urgency in education for several reasons, including the growing diversity of school populations . . . the increasing documentation of the achievement and economic gaps between mainstream and minoritized children . . . and the proliferation of analyses of social injustice as played out in schools, including the injustices that may arise from the current policy environment of high stakes assessment and accountability(Furman, 2003:5). 16

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