Three postings!

Hi Carolin!
I`m almost cross-eyed, after spending the last 6 hours catching up on blogs from our class and from my physics class (who are in practicum right now).  My cup truly runneth over--so many intriguing experiences to read about and comment on. (A quick reply to an older teacher candidate who was feeling some doubts proved helpful and that`s always a good feeling).
I`m not sure my mind is capable of taking in all that you wrote! Your thoughts about rapport strike me as very clear and appropriate.  Yes, teaching looks much simpler to the students!!
Thanks for the time you spent on cultural suicide--he has a way of finding dramatic language to describe his ideas! Group pressure for things like using technology lose track of the importance of using technology if and only if it will encourage and support a higher quality of learning!!
I`m glad you see some balance between Brookfield and Loughran--very different in some respects, but working to similar ends, I hope. YES, I do try to model what I preach, glad you picked that up, not everyone does (because they don`t know how to look for it??).
Schon is a lot to take in in one go. Can you recall a puzzling or surprising event recently with the students you are teaching?  Describe it briefly to me and I`ll see if I can use it as a way to clarify what I think Schon is trying to say.
Yours,
tom

Donald Schon's Knowing in action and Reflection in action

Thank you for providing some background information onyour influences, Tom. I suppose having an inkling of your influences gives me a frame of reference when I see your course design.  With regards to Donald Schon’s article, if I  understand  Schon’s perspective, the knowing in action is having a sense of awareness of what one is doing. In contrast, reflection in action is the implementation of the knowing in action in multiple situations or contexts.

I think the setting of personal goals as a teacher is ongoing and the daily demands of creativity and practicality allow teachers to measure how closely aligned they may be to pursuing such goals. However, the goals continually change as new situations arise and inevitably change the direction of one’s goals. 

I have had the privilege to supervise numerous instructors of English as a second language through online courses through University of Saskatchewan.  This practicum course allows me to work closely with teachers who are near the end of their certification and are then required to complete so many hours as a practicum with me in my class.  What I find so rewarding in this experience is facilitating instructors to self examine what they feel is a relevant goal and set varying objectives to achieve over the practicum course.  The journey these instructors allow me to be a part of is enriching because I am able to witness the satisfaction they receive when they see changes in their teaching behavior.

This approach in action is still unclear to me as to how I can relate it to myself. I believe that the self awareness of teaching and making that teaching experience better for myself and my students is what I understand reflection in action to mean.  I look forward to some clarification on Schon’s reading since some of the ideas I have interpreted as verging  on confusion with semantics.

Teaching smart People to follow…

Can personality define a teacher?

Dear Tom,

I enjoyed the classroom circle organized by Ed.  I understood this activity to be a warm-up and not necessarily a procedure, but an interesting activity nonetheless. What I found most appealing about this activity was the facilitator.  I imagined that such an activity practiced by another individual may not have been as successful. The balance between a facilitator and implementation of a method is  a common theme that occurs to me when discussing pedagogy.

I often think that the rapport a teacher develops with their students underlies much of the success of an activity. So much of our time with teachers is dedicated to developing programs, measureable outcomes, assessment and the many other variables involved in being a good teacher. However, despite many efforts made by some teachers to incorporate these approaches, the success often necessitates strong interpersonal communication and compassion.

As an adult educator, the rapport established in the classroom determines so many of the positive influences to learning.  As an instructor establishes the norms and sets certain expectations, what often follows is  contingent on how teachers communicate with  their students. Much of these ideas are echoed by Brookfield.  Repeatedly Brookfield shares his experience with particular underlying tones related to appreciation for the  fears and terrors of new learning; notions of credibility and authenticity; and the emotional relationship between teaching and learning.  It had never occurred to me that upon entering the field of teaching it would entail so many levels of human relations and skills.

Brookfield’s Cultural Suicide

As I read the concept of cultural suicide, I could not help relate this notion to the pressures of technology and its pervasiveness in the classrooms. I often sort conflicting feelings I have regarding the use of technology and the assumption that since it is so pervasive, it is required that we incorporate it into our classes.  I make daily attempts to use the smartboard to facilitate an activity, when in fact, traditional approaches would work possibly as well. The feeling of alienation from colleagues due to either  traditional or modern methods could be a form of cultural suicide.  The suggestions outlined to avoid cultural suicide are interesting strategies of roleplay and interactions.

Some brief thoughts on Loughran and Brookfield

This is an earlier blog entry that was never sent. The blogging seemed at the time too instantaneous. I understand that drafts are available;  but if possible, writing thoughts in a word document that can be edited and added to numerous times throughout a week works better for me.

Dear Tom,

I believe last week I failed to Blog you since I have been rather distracted with ailments and kids at the home front.  Although it has been nothing more than the sniffles, fevers and continual demands of children, work and school; an explanation was required.

Since my last Blog, further reading regarding teaching and its many facets continue to evolve. As I enter my classroom of eager adults hungry for acquiring not only our English language but the many concerns any newcomer would have about living in Canada; I can not help dissociate my self from my teaching and look at my teaching style as an observer.  It has been suggested that many who dissociate are partaking in a coping mechanism of stress-removing oneself as a way to cope. However, I am doubtful that this is what is happening, rather taking this class has prompted me to self examine and explore my teaching beyond the daily reflection of my lesson plan.

As Loughran continually returns to the notion that at the heart of pedagogy, there lies the relationship between teaching and learning. Without a doubt, returning to school and having  to deal with the demands placed on a student gently reminds me of what my students are going through as well.

Loughran discusses a good portion in Chapter 5 on processing.  Much is discussed regarding propositional  knowledge and short term versus long term memory.    He clearly outlines varying procedures to help with processing but  neglects to refer to variables that impact processing such as gender, age, culture, language and the subject taught.

With regards to Brookfield’s book, so far it focuses less on procedures or strategies and more weight is given to exploring the role of a teacher and its many facets.  I think having the opportunity to read both are complementary, a deliberate choice on your part possibly. 

There are many helpful tactics and suggestions given throughout both selected books but I particularly was interested in the critical incident questionnaire (CIQ). This form of collecting feedback from students echoes the underlying premise that teachers should know what’s going on in the classroom and the awareness of the experience of learning by the students.  I recognize that you have adopted many of these strategies (our blog, our journals, our tickets to leave, much elicitation, and implementing the acts of procedures); thereby practicing what we are reflecting on and reading about. Well done!

This explorative learning is most certainly helpful in having me reflect on my teaching but whether such reflection is creating new improved behaviors, I’ll have to wait and receive further feedback from my learners.