I say not. Technology is simply a tool...a grand one at that! It is up to the creative teacher to use that tool effectively to achieve the goals of education. Even with limited resources, integration is happening in the Bahamas. Good teachers will seek out all means of revealing the potentials of their students.
Good teachers also have to become good at convincing the appropriate bodies etc. of the value of integration. We have to do the research to show that the effective use of tech in the classroom is making a difference....including to no small extent-an economic difference.
With more collaboration and inclusive planning I believe that The Bahamas is in a position to compete.
We have to move on to utilizing the technologies which our students already own. (since cellphones and electronics are prohibited in schools) We have to be sensible and yet daring! I say STEP OUT! show how it can be done!
We have to teach our studnets how to manage information...we have to steer them into using the information in meaningful ways. Like all trailblazers.....we do not wait to know everything! we have to step out and learn as we go along. A willingness to experiment and try out new things!
I want to spread that confidence among my colleagues and facilitate that spirit of creativity. We need to support each other on a wider scale. I think The Bahamas is on the move in the right direction.
Saturday, December 4, 2010
Wednesday, August 25, 2010
teaching styles
http://members.shaw.ca/mdde615/tchstylsquiz7.htm
Follow the link to become more familiar with your teaching style.
Follow the link to become more familiar with your teaching style.
Tuesday, August 24, 2010
Sunday, February 28, 2010
Why I Teach........not??
I teach because I believe I have a lot to learn about life...so destiny has me in contact with all these people...young and not so young, wise and not so wise, so that I can learn about myself. For years I have been learning PATIENCE...I am good now, but I still have a far way to go. Thanks students, colleagues!
My father was the best teacher..Taught from the heart...I want to have the same kind of "heart" for all.
I believe I can truely make a difference...
I believe that teaching is an adult responsibility... I teach as an adult.
Hey, Teaching pays my bills...so far...I am thankful.
I teach for the ahaaaa moments from students.
Click the link below for the "do you believe in me?" speech
Wednesday, February 24, 2010
teaching
Susan Allie is a Science teacher at C.V. Bethel Senior High School.
Qualifications: BS, dip. Ed., MA- education.
Contact: sallie@coralwave.com or susallie@yahoo.com
WHAT WORKS IN THE CLASSROOM
I believe that through our teaching methods and strategies we can impart ownership of the material to our students.
2. Our methods should capture the attention of the students. Introduce lessons with simple brain teasers. ice breakers, photographs, drama, video clips, song, poetry, demonstration, some form of wonderment or challenge. These, of course, must have some relevance to the content at hand. This is based entirely on the teacher’s creativity, resources and motivation. Find something which will arouse your students’ emotions and stimulate their thinking.
3. Questioning. Never aim to tell the content wholesale. Try as much as possible to make the students discover the content. This can be done by questioning—hold on as much as possible to the information but involve them one step at a time by prompting. Give a little information in ‘slow release’ fashion and through your questioning demand that they think, apply and try stuff out. Every time they hit the correct response, celebrate their efforts! Put the pressure on so that in the end you will hear that “ooh, or ah, that’s it, I got it!”
When questioning is persistent, varied and continuous, involvement increases- learning is maximized.
The assumption underlying this technique is that the students already know something about the topic no matter how remote. We should always start from where the students are, from what they already know. By doing this we show respect for our students and we build their self esteem.
Sometimes it is convenient to give notes but allow some interaction with the material which portrays comprehension. Provide opportunities for the students to articulate their interpretations and participate in the process.
Do we want them to have the information neatly copied and filed in their note books or would it improve their learning and functioning if the information is neatly connected with everything else in their brains? Notes of course have their place, but effect the necessary changes to the brain through the methods chosen. Questioning is a good way to get involvement.
4. Building/constructing projects: Before teaching prepare students for the process. Set up an expectation (e.g. we are going to explore how the human eye works. At the end of this series of lessons you will be required to teach your peers how the eye works. You will be graded on this project and it will be group work. How do you want this project to be graded?)
—work it out with them. Points should always be awarded for creativity and invention.
Creativity means doing or thinking about something in a way it has never been done or thought of before as far as you know.
Doing things differently and with self expression should be encouraged in all subject areas, not only in Performing Arts, the Arts and music. According to Albert Einstein, “the supreme art of the teacher is to awaken joy in creative expression and knowledge”
Success at examinations is all about convincing the examiners that you thoroughly understand the content. To teach something you must know it thoroughly. Let them teach it- complete with teaching aids and models etc. Students love to be in charge of the class (and many times we can learn a few things from them). Provide opportunities for their creative potential to emerge.
Try not to give the apparatus or materials –Allow students to invent and explore their own apparatus and materials from around the home etc. even though there are standard apparatus to do certain things, avoid showing it to them initially- Let them invent first, then show them the text book style with the particular apparatus. Give them a chance to interpret and solve problems as they go along. We do not know what fascinating aspects, discoveries, inventions or displays of creativity will emerge. We do not have to know these things in advance. Just be willing to supervise, guide, encourage, prompt and counsel. Of course, safety is essential as they explore and they must be properly cautioned.
Be bold and trust that your students will rise to the occasion. Always allow your student to have a solid input. In this way they gain ownership of the content.
(They have a feeling that the model of the eyeball is “we tings” we built it, we know how it works, we understand it.)
We want our students to take the information and put their own imaginative twist on it so that the information is personalised. They must however express their interpretations for scrutiny so that errors can be corrected.
In every subject area peer teaching can be appropriate.
And where is the paid teacher in all this? Assessing, questioning, criticizing, encouraging, videoing, correcting, applying the standards, planning for the event… Or just simply enjoying the interaction.
5. Role-playing: a powerful method: Put students in charge, pump them up, and let them play important roles in the subject areas. In commerce and accounts let them believe that they own the banks and accounting firms, let them be the owners with all the responsibilities. Provide them with different scenarios which will help them explore the content from their own view points. Let them design systems which they think will work. Critique each product, and then let them improve on it. You never know what invention will emerge. Many times they exceed our expectations.
As students role-play they take charge of their own learning and they get to experiment in a safe environment. They can make mistakes and learn from them without real pain.
For example, in religious studies, they can role play important aspects of the bible –e.g. the crucifixion scene. What about allowing the students to act out how they would have behaved if they were Jesus in the events leading up to the crucifixion? What would they have done in His place? What about giving a project like “live your life exactly how you think Jesus would have done it for a complete day. Record all the principles or commandments you applied. Discuss limitations you encountered”
Role playing empowers students.
6. Arouse emotions through debates.
Let students research and present topics from the syllabus in the form of debates. When they strike an emotional connection with the topic they learn it not only for exams but for life.
7. Our methods should be real whenever possible. Field trips impart first hand experience. Why build models if the real deal is available and safe? Organize field trips.
8. Always bear in mind brain research. Allow movement; allow drinking of water, use variety, use repetition, use flash cards, charts, colour, etc.
10. Always use cooperative learning techniques—group work.
Recognize that each student is different and there must be something each student can do for the success of the group. Some can do the research, some can build, some can present, some can draw the chart etc. Cooperative learning values the contribution of each child. Help them to understand and value the importance of team work.
Through the methods we choose we do not only impart content knowledge and skills. We demonstrate respect for our students. We impart important values We help them explore moral standings on various issues. We whip up creativity, self esteem, self confidence and self knowledge. Many of these things will not be tested on the BGCSEs but they will go a far way in helping our students pass many of life’s little tests and even bigger ones.
Methods which involve students and put them in charge of their learning are not without some CHALLENGES for the teacher.
1. As students begin to feel a part of the subject, they will not leave you in peace. You will be bugged- for clarification of the criteria, for watching them try out things, for listening to excuses why they may not be able to meet the standards and mostly to share in their constant excitement. When you teach for life, the lessons go on and on.
2. These methods take time and persistence.
The first models they build or role play they attempt may not catch on, may be well below the expectations and standards. Do not give up. Praise them for any efforts no matter how slight. It takes years sometimes for students to feel respected enough to get involved in their own learning.
The first time teachers try to solicit answers from the students rather than telling them, may be difficult and may seem too time consuming, but with a little conscious practice teachers can perfect the art of questioning. It is a worthwhile, rewarding endeavour. When the answers come from the students they become motivated, their confidence soars and more than half of the teachers’ job is done.
3. How can teachers spend so much time digging out information and running around with projects when they have syllabuses to complete? I venture to say - teachers don’t have syllabuses to complete! The students have syllabuses to complete. Our responsibility is to guide them through the topics as they make presentations and interpretations. When we motivate students and give them enough confidence to take on the responsibility for their own learning the syllabuses will be completed on time.
4. Some students will resist using their brains. They prefer the teacher to do all the thinking for them. Maybe they have become accustomed to ‘spoon feeding”. Resist this attitude at all cost. Show them that they are capable of being more than simply good copy writers or regurgitators of notes. This is where the skills of a good teacher lie. Teachers must insist on students’ participation and value their input. Slowly, progress towards greater involvement will be made and better results will be inevitable.
In conclusion, are we preparing our students to participate fully in our democratic society? Do we value their creative input? Do our methods facilitate and value their questions without prejudice or fear of victimization. Do our methods allow students to freely express their interpretation of the content? Progress cannot be made if we continue to do things in exactly the same way, generation after generation. Progress is made when people dare to differ and are bold enough to follow their hearts, to question things and decide what is better for them and their country.
The approaches outlined here require the teacher to be open to novel ideas. Teachers must constantly be learning and improving too. We must prepare ourselves to deliver the power, passion and promise of education to our students. Let us not be anxious that hundreds of eager students will soon storm the schools. They simply represent hundreds of new challenges for which new ideas must flow. They will teach us some new things and we will teach them some.
“Education is not a preparation for life;
Education is life itself”...John Dewey
Students take charge of the learning process.
Groups present creative demonstrations
They try out stuff for themselves
They are resourceful and build
Try out time. Will it work?
Yes! We can cook in a cardboard box!
Proud of their efforts!
They teach each other
Field trips- they learn from the experts.
Peer teaching They make their own teaching aids
Students make their own video productions and enjoy the results
Students make and explain their models
Students get emotionally involved and take to the board
Students are in charge!
Qualifications: BS, dip. Ed., MA- education.
Contact: sallie@coralwave.com or susallie@yahoo.com
WHAT WORKS IN THE CLASSROOM
I believe that through our teaching methods and strategies we can impart ownership of the material to our students.
2. Our methods should capture the attention of the students. Introduce lessons with simple brain teasers. ice breakers, photographs, drama, video clips, song, poetry, demonstration, some form of wonderment or challenge. These, of course, must have some relevance to the content at hand. This is based entirely on the teacher’s creativity, resources and motivation. Find something which will arouse your students’ emotions and stimulate their thinking.
3. Questioning. Never aim to tell the content wholesale. Try as much as possible to make the students discover the content. This can be done by questioning—hold on as much as possible to the information but involve them one step at a time by prompting. Give a little information in ‘slow release’ fashion and through your questioning demand that they think, apply and try stuff out. Every time they hit the correct response, celebrate their efforts! Put the pressure on so that in the end you will hear that “ooh, or ah, that’s it, I got it!”
When questioning is persistent, varied and continuous, involvement increases- learning is maximized.
The assumption underlying this technique is that the students already know something about the topic no matter how remote. We should always start from where the students are, from what they already know. By doing this we show respect for our students and we build their self esteem.
Sometimes it is convenient to give notes but allow some interaction with the material which portrays comprehension. Provide opportunities for the students to articulate their interpretations and participate in the process.
Do we want them to have the information neatly copied and filed in their note books or would it improve their learning and functioning if the information is neatly connected with everything else in their brains? Notes of course have their place, but effect the necessary changes to the brain through the methods chosen. Questioning is a good way to get involvement.
4. Building/constructing projects: Before teaching prepare students for the process. Set up an expectation (e.g. we are going to explore how the human eye works. At the end of this series of lessons you will be required to teach your peers how the eye works. You will be graded on this project and it will be group work. How do you want this project to be graded?)
—work it out with them. Points should always be awarded for creativity and invention.
Creativity means doing or thinking about something in a way it has never been done or thought of before as far as you know.
Doing things differently and with self expression should be encouraged in all subject areas, not only in Performing Arts, the Arts and music. According to Albert Einstein, “the supreme art of the teacher is to awaken joy in creative expression and knowledge”
Success at examinations is all about convincing the examiners that you thoroughly understand the content. To teach something you must know it thoroughly. Let them teach it- complete with teaching aids and models etc. Students love to be in charge of the class (and many times we can learn a few things from them). Provide opportunities for their creative potential to emerge.
Try not to give the apparatus or materials –Allow students to invent and explore their own apparatus and materials from around the home etc. even though there are standard apparatus to do certain things, avoid showing it to them initially- Let them invent first, then show them the text book style with the particular apparatus. Give them a chance to interpret and solve problems as they go along. We do not know what fascinating aspects, discoveries, inventions or displays of creativity will emerge. We do not have to know these things in advance. Just be willing to supervise, guide, encourage, prompt and counsel. Of course, safety is essential as they explore and they must be properly cautioned.
Be bold and trust that your students will rise to the occasion. Always allow your student to have a solid input. In this way they gain ownership of the content.
(They have a feeling that the model of the eyeball is “we tings” we built it, we know how it works, we understand it.)
We want our students to take the information and put their own imaginative twist on it so that the information is personalised. They must however express their interpretations for scrutiny so that errors can be corrected.
In every subject area peer teaching can be appropriate.
And where is the paid teacher in all this? Assessing, questioning, criticizing, encouraging, videoing, correcting, applying the standards, planning for the event… Or just simply enjoying the interaction.
5. Role-playing: a powerful method: Put students in charge, pump them up, and let them play important roles in the subject areas. In commerce and accounts let them believe that they own the banks and accounting firms, let them be the owners with all the responsibilities. Provide them with different scenarios which will help them explore the content from their own view points. Let them design systems which they think will work. Critique each product, and then let them improve on it. You never know what invention will emerge. Many times they exceed our expectations.
As students role-play they take charge of their own learning and they get to experiment in a safe environment. They can make mistakes and learn from them without real pain.
For example, in religious studies, they can role play important aspects of the bible –e.g. the crucifixion scene. What about allowing the students to act out how they would have behaved if they were Jesus in the events leading up to the crucifixion? What would they have done in His place? What about giving a project like “live your life exactly how you think Jesus would have done it for a complete day. Record all the principles or commandments you applied. Discuss limitations you encountered”
Role playing empowers students.
6. Arouse emotions through debates.
Let students research and present topics from the syllabus in the form of debates. When they strike an emotional connection with the topic they learn it not only for exams but for life.
7. Our methods should be real whenever possible. Field trips impart first hand experience. Why build models if the real deal is available and safe? Organize field trips.
8. Always bear in mind brain research. Allow movement; allow drinking of water, use variety, use repetition, use flash cards, charts, colour, etc.
10. Always use cooperative learning techniques—group work.
Recognize that each student is different and there must be something each student can do for the success of the group. Some can do the research, some can build, some can present, some can draw the chart etc. Cooperative learning values the contribution of each child. Help them to understand and value the importance of team work.
Through the methods we choose we do not only impart content knowledge and skills. We demonstrate respect for our students. We impart important values We help them explore moral standings on various issues. We whip up creativity, self esteem, self confidence and self knowledge. Many of these things will not be tested on the BGCSEs but they will go a far way in helping our students pass many of life’s little tests and even bigger ones.
Methods which involve students and put them in charge of their learning are not without some CHALLENGES for the teacher.
1. As students begin to feel a part of the subject, they will not leave you in peace. You will be bugged- for clarification of the criteria, for watching them try out things, for listening to excuses why they may not be able to meet the standards and mostly to share in their constant excitement. When you teach for life, the lessons go on and on.
2. These methods take time and persistence.
The first models they build or role play they attempt may not catch on, may be well below the expectations and standards. Do not give up. Praise them for any efforts no matter how slight. It takes years sometimes for students to feel respected enough to get involved in their own learning.
The first time teachers try to solicit answers from the students rather than telling them, may be difficult and may seem too time consuming, but with a little conscious practice teachers can perfect the art of questioning. It is a worthwhile, rewarding endeavour. When the answers come from the students they become motivated, their confidence soars and more than half of the teachers’ job is done.
3. How can teachers spend so much time digging out information and running around with projects when they have syllabuses to complete? I venture to say - teachers don’t have syllabuses to complete! The students have syllabuses to complete. Our responsibility is to guide them through the topics as they make presentations and interpretations. When we motivate students and give them enough confidence to take on the responsibility for their own learning the syllabuses will be completed on time.
4. Some students will resist using their brains. They prefer the teacher to do all the thinking for them. Maybe they have become accustomed to ‘spoon feeding”. Resist this attitude at all cost. Show them that they are capable of being more than simply good copy writers or regurgitators of notes. This is where the skills of a good teacher lie. Teachers must insist on students’ participation and value their input. Slowly, progress towards greater involvement will be made and better results will be inevitable.
In conclusion, are we preparing our students to participate fully in our democratic society? Do we value their creative input? Do our methods facilitate and value their questions without prejudice or fear of victimization. Do our methods allow students to freely express their interpretation of the content? Progress cannot be made if we continue to do things in exactly the same way, generation after generation. Progress is made when people dare to differ and are bold enough to follow their hearts, to question things and decide what is better for them and their country.
The approaches outlined here require the teacher to be open to novel ideas. Teachers must constantly be learning and improving too. We must prepare ourselves to deliver the power, passion and promise of education to our students. Let us not be anxious that hundreds of eager students will soon storm the schools. They simply represent hundreds of new challenges for which new ideas must flow. They will teach us some new things and we will teach them some.
“Education is not a preparation for life;
Education is life itself”...John Dewey
Students take charge of the learning process.
Groups present creative demonstrations
They try out stuff for themselves
They are resourceful and build
Try out time. Will it work?
Yes! We can cook in a cardboard box!
Proud of their efforts!
They teach each other
Field trips- they learn from the experts.
Peer teaching They make their own teaching aids
Students make their own video productions and enjoy the results
Students make and explain their models
Students get emotionally involved and take to the board
Students are in charge!
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