After spending a morning shoving my face full of dumplings and going to a fish spa (yep, that's a thing here), I've settled into a lazy afternoon of programming and Notebook creation (and procrasti-blogging, it seems) which gives me a chance to start to organise everything for Term 2.
I'm pretty adjusted now to my school's style of programming, but when I met my prac student for the first time about a month ago, she looked at me with eyes the size of dinner plates when I explained how we develop our lessons.
"You don't use textbooks?!" she said quietly, panic registering on her face.
"Yeah, we're a hands on kinda school." I replied with sly smile on mine.
Why was I smiling? Because the exact same panicked thoughts ran rampant through my head when I first started at my school. I couldn't see how my kidlets would learn without filling in a worksheet or textbook page to 'consolidate their knowledge'. I was lost as to how making human sentences, or creating 3D shapes with play dough would support my student's understanding of the content. After all, that's what we're taught at uni and on prac.
Within the teaching of my first lesson, my view changed completely.
Why have students answering mentals style questions when you can have them physically modelling their understanding? Why write down answers in a book when you can show your knowledge creative manner? Who says the teacher's answer is the only answer?
This is the beauty of the hands on learning style my school takes - students spend time with the teacher, who activates prior knowledge and models the concepts, and then hands the reins over to students to experiment and explore the idea in a practical manner.
Keep in mind I'm teaching a 4/5 composite, not Year 1 students. There IS a place for hands on and play based exploration in Upper Primary. In fact, I'll go out on and a limb and say its absolutely crucial for students of all ages to learn through experience.
Its our duty as teachers to cater for all student's learning needs - and often these needs cannot be met through rote learning of concepts within a textbook. Our students are no different in this sense from kids 20 years ago, but we're just more aware of it now.
Where's the proof I hear you say? Why are there bookshops chockers full of books that tout they improve student understanding?
Because its easy. Its much less work to assign a page in a book, or copy a worksheet that to develop a hands on experience for a class - and we as teachers are INCREDIBLY time poor.
But I challenge you - give it a go. Chuck out your textbook! Burn your worksheets! Drag out those dice! Even if its just for one lesson, change it up and watch your student engagement soar.
Feel free to share your hands on experiences below :)
Sunday 20 April 2014
Tuesday 15 April 2014
The rise of the third/fourth/fifth culture kid
I'm in Singapore at the moment, enjoying a break from the madness that is my class. Although I'm not in my home, curled up on the couch surrounded by marking, I'm still at home.
Why? I was a third culture kid. An ex-expat brat. Singapore is my second home.
I was lucky enough to spend 4 years living here, and studying at the Australian International School, where my mother worked (and is working at again now). I was 14 when I moved here, and I would say that I 'grew up' in Singapore, as spending those formative teenage years in a culture so different to my own has shaped me into the individual I am today.
My younger brother, however, is a fifth culture kid.
He spent time living and studying in Singapore, England and Abu Dhabi - he actually completed his education with a British qualification, and is now studying at an Australian university. Talk about culturally confused.
When you ask a third culture kid; that is a child who is living in a culture other than their own and that of their parents; where they are from, the answer is far from simple. Are you referring to their home culture, their parent's culture that they have been raised in, or the place they are living now?
And how about when multiple languages are brought into the equation? You may ask a child this simple question in English, but to answer it, they must first translate it to their first language in their head, answer it, then translate the answer back all within a socially acceptable timeframe so they don't look stupid.
Now, don't get me wrong, I wouldn't trade my expat experience for anything - travelling the world, gaining an understanding an appreciation for cultures other than my own, developing a global mindset and receiving an international education - all positives and all amazing, life changing experiences that make me the fabulous individual I am today.
But just stop and think for a second. Reflect on your classroom/school/educational environment.
How many children in your classroom are living in their own culture, and culture of their parents?
In my current class, I cannot name one student who is living in their family's home culture.
Think about the effect this would have upon your students - these children are developing a sense of identity in a world that is full of cultural idiosyncrasies that they must assimilate into their own sense of self. The battle of their family culture, their home culture, and how it fits into the social mores of the culture they live in will often clash and contradict, leaving the child unsure of what is 'right'. In addition, some are constantly translating between multiple languages, attempting to grasp a concept that is difficult in one language, let alone two.
And with all this going on - we expect them to SIT DOWN, STOP TALKING, STOP FIDDLING AND LISTEN!!!!
We need to consider that we are not educating the all - Australian (or all - American, all - Singaporean, whichever 'culture' you teach in) child anymore. In fact, all our students are living in cultures other than their own - technology makes sure of that for our 21st Century learners.
As teachers, we need to take on a global mindset when teaching, even if our entire class is living in their home culture, because their experience of their world and their development of 'culture' is one that does not follow geographical borders anymore - it is unbounded.
Why? I was a third culture kid. An ex-expat brat. Singapore is my second home.
I was lucky enough to spend 4 years living here, and studying at the Australian International School, where my mother worked (and is working at again now). I was 14 when I moved here, and I would say that I 'grew up' in Singapore, as spending those formative teenage years in a culture so different to my own has shaped me into the individual I am today.
My younger brother, however, is a fifth culture kid.
He spent time living and studying in Singapore, England and Abu Dhabi - he actually completed his education with a British qualification, and is now studying at an Australian university. Talk about culturally confused.
When you ask a third culture kid; that is a child who is living in a culture other than their own and that of their parents; where they are from, the answer is far from simple. Are you referring to their home culture, their parent's culture that they have been raised in, or the place they are living now?
And how about when multiple languages are brought into the equation? You may ask a child this simple question in English, but to answer it, they must first translate it to their first language in their head, answer it, then translate the answer back all within a socially acceptable timeframe so they don't look stupid.
 |
| Mean Girls is a great illustration of the life of a TCK. And is also hilarious. |
Now, don't get me wrong, I wouldn't trade my expat experience for anything - travelling the world, gaining an understanding an appreciation for cultures other than my own, developing a global mindset and receiving an international education - all positives and all amazing, life changing experiences that make me the fabulous individual I am today.
But just stop and think for a second. Reflect on your classroom/school/educational environment.
How many children in your classroom are living in their own culture, and culture of their parents?
In my current class, I cannot name one student who is living in their family's home culture.
Think about the effect this would have upon your students - these children are developing a sense of identity in a world that is full of cultural idiosyncrasies that they must assimilate into their own sense of self. The battle of their family culture, their home culture, and how it fits into the social mores of the culture they live in will often clash and contradict, leaving the child unsure of what is 'right'. In addition, some are constantly translating between multiple languages, attempting to grasp a concept that is difficult in one language, let alone two.
And with all this going on - we expect them to SIT DOWN, STOP TALKING, STOP FIDDLING AND LISTEN!!!!
We need to consider that we are not educating the all - Australian (or all - American, all - Singaporean, whichever 'culture' you teach in) child anymore. In fact, all our students are living in cultures other than their own - technology makes sure of that for our 21st Century learners.
As teachers, we need to take on a global mindset when teaching, even if our entire class is living in their home culture, because their experience of their world and their development of 'culture' is one that does not follow geographical borders anymore - it is unbounded.
Sunday 6 April 2014
Don't use the 'w' word!
WORK!
That's right, I said it!
W-O-R-K. Wearisome, Ordinary, Repetitive, Killjoys.
It's a word we use in our everyday life as part of common vocabulary - to describe our occupation, our studies, our chores and the mundane things we fill our lives with.
But when 'work' comes into the classroom, it becomes a naughty no-no word.
Hands up all those who have said one of these phrases this week?
Don't worry, this is a safe place, no judgements - happens to the best of us.
This year, I've tried to eliminate the 'w' word from my classroom. Doesn't mean I don't say it every now and then - I'm not perfect, and it sometimes slips out - but I've made a conscious effort not to use the big bad W in my room.
(Note: in my defence, our spelling program is called 'Word Work', so it does occasionally have its place!)
"Why?" I hear you mumble discontentedly, "Students have content to learn and outcomes to achieve, and to do that they need to wo..."
SHHH! Don't use the 'w' word!
'Work' is a word that has a strong negative connotation associated with it - it's a chore, a job or a task that needs to get done - not something to be enjoyed and cherished.
'Work' is an activity that is completed at a desk, has a time limit, and has one answer.
'Work' is the completion of a task, a finite process that has an end in sight, something that is started with the intention of being finished, and won't be built upon or extended further.
"So," I hear you sigh in resignation "What do you propose I should say if I can't use the 'w' word?"
It's quite simple really: Learning.
Hands up all those who have said one of these phrases this week?
"Hurry up and get on with your learning!"
"Have you started your learning yet?"
"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR LEARNING?!?!"
'Learning' is a natural human impulse; a process of discovery, curiosity and innovation that results in self gratification and a thirst for knowledge.
'Learning' is a process that is achievable in any setting or context. It is not contained in any one activity - it is multidisciplinary, breaking down borders and barriers and allowing students to make meaningful connections between content, skills and knowledge.
'Learning' is not something that ever finishes - it is an ongoing, infinite process that is not contained within the four walls of the classroom; that is continued in every facet of our lives and is constantly enriching our understanding our selves and the world around us.
In fact, it could be said that Learning Never Stops! (Pfft - how clever am I?!)
So why change? Why eliminate the woeful 'w' word?
This simple switch in language can make a massive difference in a child's perspective of schooling.
The late Rita Pierson states "Children don't learn from people they don't like" - whether we want to believe it or not, this statement has an element of truth within it. Maslow's 1943 Hierarchy of Human Needs is the proof in the pudding, so to speak - he theorises that students thrive in educational environments in which they feel safe, confident, respected and enjoy.
No one enjoys 'work' - it's a process designed to get stuff done, not for developing a sense of fulfilment!
So - are your students 'workers' or 'learners'?
"Alright Miss Swain, I'm convinced!" I hear you trill excitedly. "But how do we make the switch? How do we facilitate this shift in thinking?"
In a nutshell:
Well, I know that's not the answer to the entire issue of engagement, but its a start!
Give it a go - eliminate the 'w' word from your pedagogical vocabulary and start your students 'learning'. I promise it won't be too much 'work'.
That's right, I said it!
W-O-R-K. Wearisome, Ordinary, Repetitive, Killjoys.
It's a word we use in our everyday life as part of common vocabulary - to describe our occupation, our studies, our chores and the mundane things we fill our lives with.
But when 'work' comes into the classroom, it becomes a naughty no-no word.
Hands up all those who have said one of these phrases this week?
"Hurry up and get on with your work!"
"Have you started your work yet?"
"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR WORK?!?!"
Don't worry, this is a safe place, no judgements - happens to the best of us.
This year, I've tried to eliminate the 'w' word from my classroom. Doesn't mean I don't say it every now and then - I'm not perfect, and it sometimes slips out - but I've made a conscious effort not to use the big bad W in my room.
(Note: in my defence, our spelling program is called 'Word Work', so it does occasionally have its place!)
"Why?" I hear you mumble discontentedly, "Students have content to learn and outcomes to achieve, and to do that they need to wo..."
SHHH! Don't use the 'w' word!
 |
| Don't make him fire the giant 'laser' at you. |
'Work' is an activity that is completed at a desk, has a time limit, and has one answer.
'Work' is the completion of a task, a finite process that has an end in sight, something that is started with the intention of being finished, and won't be built upon or extended further.
"So," I hear you sigh in resignation "What do you propose I should say if I can't use the 'w' word?"
It's quite simple really: Learning.
Hands up all those who have said one of these phrases this week?
"Hurry up and get on with your learning!"
"Have you started your learning yet?"
"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR LEARNING?!?!"
 |
| Boxes are great, but it's also interesting how a simple change of verb renders the sentence nonsensical. |
'Learning' is a process that is achievable in any setting or context. It is not contained in any one activity - it is multidisciplinary, breaking down borders and barriers and allowing students to make meaningful connections between content, skills and knowledge.
'Learning' is not something that ever finishes - it is an ongoing, infinite process that is not contained within the four walls of the classroom; that is continued in every facet of our lives and is constantly enriching our understanding our selves and the world around us.
In fact, it could be said that Learning Never Stops! (Pfft - how clever am I?!)
So why change? Why eliminate the woeful 'w' word?
This simple switch in language can make a massive difference in a child's perspective of schooling.
The late Rita Pierson states "Children don't learn from people they don't like" - whether we want to believe it or not, this statement has an element of truth within it. Maslow's 1943 Hierarchy of Human Needs is the proof in the pudding, so to speak - he theorises that students thrive in educational environments in which they feel safe, confident, respected and enjoy.
No one enjoys 'work' - it's a process designed to get stuff done, not for developing a sense of fulfilment!
So - are your students 'workers' or 'learners'?
"Alright Miss Swain, I'm convinced!" I hear you trill excitedly. "But how do we make the switch? How do we facilitate this shift in thinking?"
Use the 3 M's!
 |
|
©BSwain
2014
|
- Model - Use the language
- Monitor - look/listen for the language in discussion
- Maintain - encourage it/keep it up!
Yes, it's not a cure all, and seems simple - but sometimes the simplest things are the most effective.
We're always talking about how we can 'get' these kids, our 21st Century Learners who are 'disengaged in the classroom' and 'don't care about their learning'. Could the answer be simply that we're using 19th Century metalanguage (i.e. workers) with 21st Century kids? |
| You said it, Boromir. |
Give it a go - eliminate the 'w' word from your pedagogical vocabulary and start your students 'learning'. I promise it won't be too much 'work'.
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