where do i start? when i begin teaching,. what i know of the world. what i hold to be true. i begin...
TRANSCRIPT
where do I start?
When I begin teaching,
What I know of the world. What I hold to be true.
I begin with what I’m sure about.
My beliefs inform my practice.
They translate who I am
into how I teach.
Here is how beliefs show through
in what we say and doin our classrooms
Belief #1:
In a climate of trust and mutual
respect, we inspire and encourage each other.
In my classroom I focus on relationships.Not just on building them, but on the quality of what I build.
inspire and encourage each other
I have clear expectations and I communicate them well.
inspire and encourage each other
school
studentparent
teacher
Belief #2:
We move towards experiences from which we gain a sense of
achievement and self worth.
Are you ready for this?How can I challenge you?
How can we learn from our mistakes?
What positive feedback can I give?How will we progress, together.
achievement and self worth
In my classroom I ask:
Belief #3:
Learning that is learner driven
is more likely to be effective and meaningful
Just like me, each student has their own story.
learner driven learning is more meaningful
I need to discover how each student learns best.What do they know? What do they want to know?
In my classroom each student has choices.
I seek to:
design learning experiences with open-ended aspects
Negotiate the curriculum at a micro level in class, and also at a macro level, giving students the opportunity to plan their own curriculum with parent and teacher guidance
learner driven learning is more meaningful
Belief #4:
Learning is constructing and deconstructing meaning from
our own experiences
KEEP IT REAL!or more accurately ...
Model being a ‘learner’ not a ‘knower’
Explore and manipulate concrete materials
Explore real life situations
Explore issues that are student issues
Design experiences that challenge students’ views of the world
Work from practice to theory
Involve students in coming up with patterns or rules
Build on what is known
Critically reflect
Make time to explore, discover, debate, question, design, practise
construct meaning from our own experiences
Belief #5:
Our brain-mind-body system is capable of multiple ways of knowing. 'Knowing' is deepened and amplified when there is an integration of our ways of knowing.
I seek to:
multiple ways of knowing
design learning experiences to integrate our many ways of knowing
integrate experience, feelings, imagination, information and action.
At a micro level this means:
multiple ways of knowing
integrating emotion, movement, image and
sound Practices that encourage expression of learning in a variety of ways include dance, drama, song, story, cartoon, posters, metaphor, essay, debate, theory, procedures
Belief #6:
Human psychic drives differ in
different life phases
Match the nature of the learning experiences to the primary psychic task of the learners’ life space.
drives differ
drives differ
Infancy: trust and belonging
drives differ
Infancy: trust and belongingChildhood: competence and playfulness
drives differ
Early adolescence: identity
Infancy: trust and belongingChildhood: competence and playfulness
drives differ
Young adulthood: intimacy vs isolation
Early adolescence: identity
Infancy: trust and belongingChildhood: competence and playfulness
My beliefs inform my practice.
They translate who I am
into how I teach.
The material herein was extracted and adapted fromFrom Values & Beliefs about Learning to Principles and
Practice COPYRIGHT:© Julia Atkin, 1996
the contents of which were published previously as:Seminar Series No. 54, Incorporated Association of Registered
Teachers of VictoriaMercer House, 82 Jolimont St, Jolimont. 3002