After Race: An Introduction, in Darder, A., Baltodano, M., & Torres, R. D. (Eds.). (2009). The critical pedagogy reader (2nd ed.). New York: Routledge Falmer.
Find a school | ACARA . (n.d.).Find a school | ACARA . Retrieved December 15, 2010, from http://www.myschool.edu.au/Main.aspx?PageId=0&SDRSchoolId=NSWG00535_8364&DEEWRId=9640&CalendarYear=2009
NSW Institute of Teachers. (2005). Professional Teaching Standards, Graduate Teacher.
Quality Teaching in NSW Public Schools: A classroom Practice Guide. (2003). State of NSW, Department of Education and Training Professional Support and Curriculum Directorate: Ryde.
The Tolerance that Dare not speak its Name, Mayo, C, in Darder, A., Baltodano, M., & Torres, R. D. (Eds.). (2009). The critical pedagogy reader (2nd ed.). New York: Routledge Falmer
Thursday, December 16, 2010
Routines, Adaptations, Quality Teaching, Critical Pedagogy and EVERYTHING ELSE.
I soon found myself getting into a routine within my lessons. I found myself being able to adjust my teaching methods on a lesson per lesson basis based on the students moods, what happened earlier that day, the weather…anything that could improve my lessons and not impede student learning would be adapted into my lessons.
I soon built enough of a rapport with my 9DRC class, enough to establish student directed tasks which they completed with gusto. I found my classes to grow more tolerant and adopt healthier attitudes towards their school work than on my first day walking through the school gates.
I always knew that I wanted to be teacher who portrayed characteristics of tolerance, respect and new age thinking within the classroom. By studying Critical Pedagogy within EDUC3195 and allowing myself to adopt this knowledge and incorporate this within the Professional Teaching Standards and Quality Teaching Framework, I feel like I have become more of a competent teacher in the last four weeks than in my previous practicum.
I feel that I have grown into a more confident teacher who realises it is not all just about teaching curricular content or ensuring smooth classroom management; I want my students to THINK about what they are learning, how it applies to their own lives and how they can grow more tolerant and grow as a new post-modern society.
If my students can do that, then I know I’m doing the right thing.
I soon built enough of a rapport with my 9DRC class, enough to establish student directed tasks which they completed with gusto. I found my classes to grow more tolerant and adopt healthier attitudes towards their school work than on my first day walking through the school gates.
I always knew that I wanted to be teacher who portrayed characteristics of tolerance, respect and new age thinking within the classroom. By studying Critical Pedagogy within EDUC3195 and allowing myself to adopt this knowledge and incorporate this within the Professional Teaching Standards and Quality Teaching Framework, I feel like I have become more of a competent teacher in the last four weeks than in my previous practicum.
I feel that I have grown into a more confident teacher who realises it is not all just about teaching curricular content or ensuring smooth classroom management; I want my students to THINK about what they are learning, how it applies to their own lives and how they can grow more tolerant and grow as a new post-modern society.
If my students can do that, then I know I’m doing the right thing.
"You're so gay"
Throughout the semester we were introduced to key concepts within Critical Pedagogy within EDUC3195. Whilst I was beginning to understand how I could incorporate these aspects of Critical Pedagogy subliminally within my teaching career, I was at a loss as to how I was able to incorporate these ideals into the classroom during my prac.
The opportunity would quickly arise during a Year 9 Drama class.
I had hit a goldmine with my 9DR class. I discovered they had an obsession for Harry Potter puppetry on YouTube, so I developed a small puppetry unit where they had to create their own puppet character and present a short group devised piece to the class.
The class was creative, hilarious and forward thinking when it came to creating group devised pieces; they were a drama teachers dream!
It became time to present their performances to the class.
“Oh my gosh Ron, you are such a f****t”
“No Harry, you’re the one that’s gay!”
I stopped the class and discussed the latest news on the media about the possibility of introducing same sex rights, such as adoption and marriage. I referred to examples from Critical Pedagogy studies, such as the ‘day of silence’ in order to publicise and identify same sex rights within the educational setting (Darder, A., Baltodano, M., & Torres, R. D, 2009, p. 271). The entirety of the classroom supported the notion of same sex rights.
“So why use words like ‘f****t’ or ‘gay’ to describe something?”
My Year 7 Visual Arts class provided me with further opportunity to stretch my critical pedagogical muscles. When ‘Jeremy’ produced some less than satisfactory class work, I made a comment that he usually works harder in class.
“If I was black, I know you’d just leave me alone sir to do whatever I wanted.”
It shocked and saddened me that such an attitude could be adopted by a student; such an attitude was the social reproduction theory we learnt in Critical Pedagogy put into practice. It also did not help that the school had a very low Indigenous student population. I made a note to discuss this with the Creative and Performing Arts (CAPA) head teacher in order to inspire some sort of change in attitude or awareness of the Indigenous culture within Australia. As we learnt in EDUC3195, ‘Race’ is a culturally constructed concept used to separate and pigeonhole human beings (Darder, A., Baltodano, M., & Torres, R. D, 2009, p. 151). As a future teacher, I realised that only we can change the attitudes of the students to be tolerant and accepting of other cultures and their customs.
The opportunity would quickly arise during a Year 9 Drama class.
I had hit a goldmine with my 9DR class. I discovered they had an obsession for Harry Potter puppetry on YouTube, so I developed a small puppetry unit where they had to create their own puppet character and present a short group devised piece to the class.
The class was creative, hilarious and forward thinking when it came to creating group devised pieces; they were a drama teachers dream!
It became time to present their performances to the class.
“Oh my gosh Ron, you are such a f****t”
“No Harry, you’re the one that’s gay!”
I stopped the class and discussed the latest news on the media about the possibility of introducing same sex rights, such as adoption and marriage. I referred to examples from Critical Pedagogy studies, such as the ‘day of silence’ in order to publicise and identify same sex rights within the educational setting (Darder, A., Baltodano, M., & Torres, R. D, 2009, p. 271). The entirety of the classroom supported the notion of same sex rights.
“So why use words like ‘f****t’ or ‘gay’ to describe something?”
My Year 7 Visual Arts class provided me with further opportunity to stretch my critical pedagogical muscles. When ‘Jeremy’ produced some less than satisfactory class work, I made a comment that he usually works harder in class.
“If I was black, I know you’d just leave me alone sir to do whatever I wanted.”
It shocked and saddened me that such an attitude could be adopted by a student; such an attitude was the social reproduction theory we learnt in Critical Pedagogy put into practice. It also did not help that the school had a very low Indigenous student population. I made a note to discuss this with the Creative and Performing Arts (CAPA) head teacher in order to inspire some sort of change in attitude or awareness of the Indigenous culture within Australia. As we learnt in EDUC3195, ‘Race’ is a culturally constructed concept used to separate and pigeonhole human beings (Darder, A., Baltodano, M., & Torres, R. D, 2009, p. 151). As a future teacher, I realised that only we can change the attitudes of the students to be tolerant and accepting of other cultures and their customs.
Blur of a First Day
My first day of teaching was a learning curve. An undulating, shallow and then steep, up and down learning curve.
For somebody who had never taught Visual Arts, I had really thought I had hit the mark with my scope and sequence and lesson plans for my two Year 7 Visual Arts classes. I honestly thought that Picasso himself would have been proud of what I brought to the table for the kids to work on and learn. I ensured that the lesson content covered all areas of the Professional Teaching Standards such as subject/curricular knowledge, varying approaches to learning, linking assessment to learning and even the incorporation of ICT into a number of the lessons planned (NSW Institute of Teachers, 2005).
My 7ART3 class ate the lesson content up as if it were a New York cheesecake. They engaged with the SMARTboard content, were creative in their logo designs and even went so far as to present their designs to the rest of the class. I decided that I would continue the design route by allowing them to design their own movie posters, flyers and media releases in order to portray how logo’s and design are used in advertising and Visual Arts.
My 7ART7 class did not accept the lesson content with open arms. I was warned by my supervising teacher that they were notoriously known as a ‘troublesome’ class. With one child (‘Jeremy’) having just been released from juvenile hall and a few others close to facing expulsion, I knew I had my work cut out for me. As I started the lesson, the kids were more interesting in playing with the SMARTboard than what was displayed on it. Several kids ripped up their pieces of paper when it came to designing a logo and sat there refusing to do work. When the bell rang for lunch and I instructed the kids to remain seated, ‘Jeremy’ and ‘Alan’ walked out of the room. The only plus side to the lesson was that a few of the kids who were utterly obsessed with graffiti and ‘tagging’ objects around town were able to come up with clothing design labels using their graffiti tags. As soon as I indicated this to the rest of the class, even ‘Jeremy’ decided to attempt some sort of work before running out of the classroom.
I knew that I had my work cut out for me with this class, but eventually I would establish rapport with the students, with even ‘Jeremy’ attempting classroom work. Considering it was so close to the end of the school year, I couldn’t help but feel a little proud of myself.
For somebody who had never taught Visual Arts, I had really thought I had hit the mark with my scope and sequence and lesson plans for my two Year 7 Visual Arts classes. I honestly thought that Picasso himself would have been proud of what I brought to the table for the kids to work on and learn. I ensured that the lesson content covered all areas of the Professional Teaching Standards such as subject/curricular knowledge, varying approaches to learning, linking assessment to learning and even the incorporation of ICT into a number of the lessons planned (NSW Institute of Teachers, 2005).
My 7ART3 class ate the lesson content up as if it were a New York cheesecake. They engaged with the SMARTboard content, were creative in their logo designs and even went so far as to present their designs to the rest of the class. I decided that I would continue the design route by allowing them to design their own movie posters, flyers and media releases in order to portray how logo’s and design are used in advertising and Visual Arts.
My 7ART7 class did not accept the lesson content with open arms. I was warned by my supervising teacher that they were notoriously known as a ‘troublesome’ class. With one child (‘Jeremy’) having just been released from juvenile hall and a few others close to facing expulsion, I knew I had my work cut out for me. As I started the lesson, the kids were more interesting in playing with the SMARTboard than what was displayed on it. Several kids ripped up their pieces of paper when it came to designing a logo and sat there refusing to do work. When the bell rang for lunch and I instructed the kids to remain seated, ‘Jeremy’ and ‘Alan’ walked out of the room. The only plus side to the lesson was that a few of the kids who were utterly obsessed with graffiti and ‘tagging’ objects around town were able to come up with clothing design labels using their graffiti tags. As soon as I indicated this to the rest of the class, even ‘Jeremy’ decided to attempt some sort of work before running out of the classroom.
I knew that I had my work cut out for me with this class, but eventually I would establish rapport with the students, with even ‘Jeremy’ attempting classroom work. Considering it was so close to the end of the school year, I couldn’t help but feel a little proud of myself.
Class Allocation
“First of all, I think it is just strange that the university offers practicum during fourth term”
Initially, I agreed with my supervising teachers comments. I knew I had my work cut out for myself. With school reports being finalised, I knew the kids would slip into a ‘pre-holiday’ routine of wanting to watch movies and eat candy. Even more challenging was the fact that due to the governments new compulsory school attendance age being raised to 17, Year 10’s were required to attend all classes until their final assembly day; even though they had finished their school certificates, I needed to come up with something that was imperative to student learning whilst being fun at the same time.
The good news was, I had the study of Drama on my side. Many aspects of the Stage 4/5 Drama syllabus could be covered in a practical manner; furthermore, by incorporating dramatic forms and conventions through the use of games and improvisation/script work the students were able to meet/revise some syllabus outcomes and recall knowledge without having to pick up a pen or paper.
For those tasks that required penmanship and extra work, I wanted to ensure that tasks would be creative and artistic, allowing the students to attempt a student directed task under the guidance of myself as a classroom teacher. I was hoping that they would respond well to these tactics.
I was allocated two Year 7 Visual Arts classes (7ART3, 7ART7), a Year 7 Life Skills Drama class (7LSDRAMA), two Year 9 Drama classes (9DR and 9DRC), a Year 10 Drama class (10DR), a Year 11 Drama class (11DR) as well as a Theatre Sports and Visual Arts society clubs which would be run over some lunchtimes and free periods.
Initially, I agreed with my supervising teachers comments. I knew I had my work cut out for myself. With school reports being finalised, I knew the kids would slip into a ‘pre-holiday’ routine of wanting to watch movies and eat candy. Even more challenging was the fact that due to the governments new compulsory school attendance age being raised to 17, Year 10’s were required to attend all classes until their final assembly day; even though they had finished their school certificates, I needed to come up with something that was imperative to student learning whilst being fun at the same time.
The good news was, I had the study of Drama on my side. Many aspects of the Stage 4/5 Drama syllabus could be covered in a practical manner; furthermore, by incorporating dramatic forms and conventions through the use of games and improvisation/script work the students were able to meet/revise some syllabus outcomes and recall knowledge without having to pick up a pen or paper.
For those tasks that required penmanship and extra work, I wanted to ensure that tasks would be creative and artistic, allowing the students to attempt a student directed task under the guidance of myself as a classroom teacher. I was hoping that they would respond well to these tactics.
I was allocated two Year 7 Visual Arts classes (7ART3, 7ART7), a Year 7 Life Skills Drama class (7LSDRAMA), two Year 9 Drama classes (9DR and 9DRC), a Year 10 Drama class (10DR), a Year 11 Drama class (11DR) as well as a Theatre Sports and Visual Arts society clubs which would be run over some lunchtimes and free periods.
Assumptions and Brick Walls
After having already sat a prac in a Newcastle school during my second year, I assumed that I would slot into Beachside High School like a well fitted glove.
How naïve I was.
I did not consider the possibility of a different educational environment affecting my experiences from one practicum to another, nor did I really consider in detail the makeup of the student body, Socio-Economic Status/Cultural background or even the fact that I would be teaching topics in a different subject area and focus.
It seems really simple and stupid when I think about it now, but prior to my third year practicum, I never really considered the thought of having to change or adapt my teaching practices to benefit unique educational environments. If considered as a witty metaphor, the way in which we build a brick wall (with bricks and mortar) remain the same everywhere we go, but the ways in which we can build the wall and alter the façade can benefit different environments whilst still achieving the same outcomes.
Whilst I was accustomed to teaching students with literacy difficulties, I did not prepare myself to changing attitudes towards curricular content and student application of attempted work.
It was time to alter my brick wall.
How naïve I was.
I did not consider the possibility of a different educational environment affecting my experiences from one practicum to another, nor did I really consider in detail the makeup of the student body, Socio-Economic Status/Cultural background or even the fact that I would be teaching topics in a different subject area and focus.
It seems really simple and stupid when I think about it now, but prior to my third year practicum, I never really considered the thought of having to change or adapt my teaching practices to benefit unique educational environments. If considered as a witty metaphor, the way in which we build a brick wall (with bricks and mortar) remain the same everywhere we go, but the ways in which we can build the wall and alter the façade can benefit different environments whilst still achieving the same outcomes.
Whilst I was accustomed to teaching students with literacy difficulties, I did not prepare myself to changing attitudes towards curricular content and student application of attempted work.
It was time to alter my brick wall.
"Beachside High School"
Beachside High School is a large comprehensive high school catered for Years 7 to 12, situated in a booming beachside town between Newcastle and the Queensland border. Although the town is booming in population, enrolment numbers in the public sector have dropped in recent years, thanks to the dominant monopoly of multi-campus private, Catholic and Anglican educational settings.
With low percentages of Indigenous and Non English Speaking Background (NESB) student numbers, Beachside High School is primarily made up of student numbers from Caucasian and European backgrounds. With an 88% attendance rate, Beachside High School is quickly changing its reputation from one of the most truanted educational centres in New South Wales to a school that prides itself on achieving excellence in ‘curriculum, cultural and sporting areas’ (ACARA, 2010).
The Australian Curriculum, Assessment and Reporting Authority (ACARA) adds that Beachside High School is a school that ‘has a renewed focus on student outcomes, which are enhanced by its outstanding physical and technological resources. The school motto 'Learn To Live' promotes a culture of lifelong learning for responsible citizens of the 21st century. Following the departure of the Distance Education Centre, the school has developed a strategic plan to provide not only a pleasant learning environment, but one which functionally enhances student learning by developing new facilities’ (ACARA, 2010).
It was in this school setting where I would spend four weeks of my life learning to engage in Inclusive Teaching, fine tune my classroom practice using the Quality Teaching framework and reflecting on my experiences and growing knowledge of Critical Pedagogy in order to become a better teacher and classroom educator.
With low percentages of Indigenous and Non English Speaking Background (NESB) student numbers, Beachside High School is primarily made up of student numbers from Caucasian and European backgrounds. With an 88% attendance rate, Beachside High School is quickly changing its reputation from one of the most truanted educational centres in New South Wales to a school that prides itself on achieving excellence in ‘curriculum, cultural and sporting areas’ (ACARA, 2010).
The Australian Curriculum, Assessment and Reporting Authority (ACARA) adds that Beachside High School is a school that ‘has a renewed focus on student outcomes, which are enhanced by its outstanding physical and technological resources. The school motto 'Learn To Live' promotes a culture of lifelong learning for responsible citizens of the 21st century. Following the departure of the Distance Education Centre, the school has developed a strategic plan to provide not only a pleasant learning environment, but one which functionally enhances student learning by developing new facilities’ (ACARA, 2010).
It was in this school setting where I would spend four weeks of my life learning to engage in Inclusive Teaching, fine tune my classroom practice using the Quality Teaching framework and reflecting on my experiences and growing knowledge of Critical Pedagogy in order to become a better teacher and classroom educator.
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