I also really enjoyed completing the art assignment too; I didn't have a lot of time to create something in the detailed way I would normally, but I really tried to focus on what was asked of me, and express how I understood the elements and principles of art. I'm incredibly inspired by the work of Alexander Calder, and so I decided to make a wire mobile, using the fish shape given to me:
I really see lots of parallels in the way principles of Calder's work, and the practice of teaching. Both require a precise mix of art and science; yet both also rely on an element of dynamism to make them work. Balance and structure is key, and there is nothing hidden.
Calder was inspired by his environment, and I am too. Now, I just can't wait to be in a classroom, getting to know the children, and finding out what makes them tick. I want to start learning the 'framework'; how do I set up a classroom environment (physical & social) from the very beginning? I'm also very nervous...what if people expect more of me because of my prior degree? What if I can't deliver?
I've also started to read Hattie's (2012) 'Visible Learning for Teacher's'. It's brilliant, and I love it. One phrase that really resonated with me, is "all to often, teachers believe that theories dictate action, even when the evidence of impact does not support particular theories'. It was the symbolic slap in the face I needed. I'm not a clinician right now; I'm learning to be a teacher, and I have to embrace what it means to be a teacher. I really hope eventually I am able to integrate the two standpoints in my mind, but for now, I am suspending all beliefs, and am open to the teaching journey that's in front of me. It's early days.
The other point Hattie makes, is the vital importance in teachers being accountable. This resonates with me strongly. I very much believe in measuring progress, and being accountable, but the reality of what this means in a classroom over over twenty children scares me more than a little! Working with larger groups of children is another element that attracted me to this profession ( I like to push myself to do things that frighten me incredibly!) but I can feel the self-doubt creeping in...HOW am I going to do THIS!? Is what I am able to measure, a true reflection of the skill development the child is showing me? Or of my effectiveness as a teacher? Is effectiveness really measured by the outcomes (ie. NAPLAN) set by the Curriculum Council, or some other governing body? I understand the need to have children to meet such outcomes, but are we also able to measure how a child takes a skill set learnt in the classroom and then applies it elsewhere (i.e. generalisation)? To me, it's the generalisation of a skill that allows a child to become more and more independent; until they are self-sufficient learners who take control of their own quest for knowledge and skill. I see a valuable teacher as being someone who not only teaches a skill, but who is someone who shows a child how to use the skill outside of the classroom.
In saying that, I have definitely decided accountability needs to be in my upcoming reflective assignment, and I'm still debating the other...I strongly believe that both rapport and authenticity can have significant impact on a child's learning outcomes, and the research supports this, however, it seems that the research established this some time ago, and thus the articles I am finding are outside the allowable limits. I shall keep looking...
No comments:
Post a Comment