Mentoring isn't a new concept at all, to me or the education/sporting community. First as a TouchFootball Refeere in my younger years, we where otften assigned different mentors from the higher level refeeres at carnivals to help us to develop as compatent refeers and make sure noone abused us!
Mentoring programs are invaluble as they allow relevant and productive information to be provided to the mentee, after observing the class/sport. Mentors can then provied pointers and ideas which can be directly applyed to the mentee's skills.
As a student teacher I am assigned a Mentor Teacher during every prac-placment which I undertake. Having completed two pracs, I have had
the oppertunity to observe and work with two very different but capible
teachers, with a number of years experiance. This allowed me to recieve
constructive and invaluble feedback from people who are in the indestry
and really know what they are talking about. Being supportid and guided by Mentors, with the continual communication and non-formal feedback, provieds invaluble experiance which prepers student teachers for the "real world". This also allows questions to be answered and discussions held on a continual basis, which is integural to teacher development. Formal feedback and assesment is also provieded by the Mentor teachers, which allows future employers to view student teachers progress and development.
This year the NSW Govenment has decided to impliment new criteries which both student teachers and mentor teachers will have to meet. Mentor Teachers will "...have to undertake accredited programs to create a more professional class of mentoring teacher..." now while this sounds like a brillient idea, making our teachers better and putting more back into the community. Being a Mentor Teacher is entirlley vollentary, yes they get paid a few bucks for taking us, but I've spoken to a number of teachers who don't think we are worth the hassle now, let alone if they have to undertake extra training to take us! Another great idea in theory, yet a stiffling difference from the reality of classroom politics. Already student teachers are forced to "cue" to recieve a placment, waiting till another is done and replacing them in the same school, I can only image the result of these new standereds on the whole procces.
New Teachers are also given a mentor teacher during first year of work(and free counsling), this is to help them develop, provied someone which they can converse about classroom probles or bounce new ideas around and give advice, as new teachers navigate the experiance of their own classrooms!
http://www.theaustralian.com.au/higher-education/nsw-raises-bar-for-new-teachers/story-e6frgcjx-1226591681671
Friday 15 March 2013
Friday 8 March 2013
week5
Week 5, oh what a week. As we quickly approach the ever hectic week 7 the pressure rises to establish clear guidelines for the assignments due and how to tackle them. Continuous converstations to establish the paths I want to take and how I will succeed in getting there is my general approach. One of my units has a very airiy-fairy feel and getting the tutor to nail down what is "right" and "wrong", is as easy as catching smoke with your hands.
Unfortunately it seams that while our tutor encourages conversation, honest opinions about the University of Canberra are not welcome. I did not think what I said was in anyway offensive to my tutor or even the unit I was in, but when asking follow up questions after the tutorial I received the cold shoulder and a quick dismissal. While this would might have insighted a devious plan involving melted chocolate, mushy bananan and a robot. I have chosen the path less traveled by, it's yet to make all the difference.
Reflecting on the idea of 'Sharing and Presenting Information' I looked back on my own schooling and the many different ways which I was presented with inform. The main methods I recall are as follows; Lecture, Whole Group Discussion, Small Group Discussion, Demonstration, Role Play, Simulation, Exploration, Individual Work & Group Work.
The concept of peer-demonstration appered regularly in my Physical Education classes. Teachers would have prior knowledge of students back ground and sporting abilities, utilising these to optimise the learning experience. Ensuring that the demonstration would be the most beneficial to the students leaning process. This however needs to be monitored to take into consideration that no matter how good as student is at an action, they just might not want to demonstraite. Another point to concider is if the same student is demonstraighting all the time, this could cause jealousy and resentment within the class.
Peer learning as a whole, demonstraited or otherwise, proves to strengthens relationship between students and establishes a scense of community connection. This kind of support network can prove invaluble throughout schooling and in latter life.
Unfortunately it seams that while our tutor encourages conversation, honest opinions about the University of Canberra are not welcome. I did not think what I said was in anyway offensive to my tutor or even the unit I was in, but when asking follow up questions after the tutorial I received the cold shoulder and a quick dismissal. While this would might have insighted a devious plan involving melted chocolate, mushy bananan and a robot. I have chosen the path less traveled by, it's yet to make all the difference.
Reflecting on the idea of 'Sharing and Presenting Information' I looked back on my own schooling and the many different ways which I was presented with inform. The main methods I recall are as follows; Lecture, Whole Group Discussion, Small Group Discussion, Demonstration, Role Play, Simulation, Exploration, Individual Work & Group Work.
The concept of peer-demonstration appered regularly in my Physical Education classes. Teachers would have prior knowledge of students back ground and sporting abilities, utilising these to optimise the learning experience. Ensuring that the demonstration would be the most beneficial to the students leaning process. This however needs to be monitored to take into consideration that no matter how good as student is at an action, they just might not want to demonstraite. Another point to concider is if the same student is demonstraighting all the time, this could cause jealousy and resentment within the class.
Peer learning as a whole, demonstraited or otherwise, proves to strengthens relationship between students and establishes a scense of community connection. This kind of support network can prove invaluble throughout schooling and in latter life.
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." -William Arthur Weard
Tuesday 5 March 2013
Don't talk to me about O week
So it's week 4, things are heating up; assignments are looming, life is knocking on the door and insurance company youi would not stop calling me!
While I love all my mates at other unis and recognize O-week is an awesome time, I quickly lost interest in hearing all the stories and events as I put my nose to the grind stone again.
Having an interesting and full on week I wound into Friday, already wishing it was the weekend. At an ungodly 9:30am I had a lecturer who insisted on writing one thing on the slid and then saying an entirely different thing, so much fun. It didn't help that Andrew from youi decided to call me for a 3rd time in the middle of the lecture to see if I had chosen a company, seriously feeling stalked. I think I confused anyone listing to my converstation as I eneded the phone call with a "If I want you, I'll call you!"
Rolling into my SPC tut in less than the best mood, but it's just so damn hard to stay pissed with Keith as the tutor. Intrestingly enough my bi-polar coaching worked rather well to display how different people/teachers/coachs present feedfoward and the then result or lack thereof it can have on people/students/athletes.
Wow, I was sooo close to finnishing tyhis blog for the week before I got ulitmatly caughtup in the hype and crazyness of the online community. What's that, teachers sharing and mentoring online from all over the world. I HAVE to share but a sample of the great teaching blogs I found before I continue with my blog;
To Learn About It, Write About It
Teaching With Soul
Musings On Teaching...
The eLearning Buzz
SO, I really enjoyed Keith's description of Feedfoward and the difference seeing the positive possibilities of the action/activity which is being preformed. This opens the augmented information concept into a whole different light for me. While we are consistently providing our students with information about their performance and actions is this being carried out in the best way? Admittedly it would be difficult to video each individual student in a class of 25 and provide this kind of information, especially in PE classes where often you only get to spend one or two lessons on any give topic.
The question this raises for me is; how else can this information be used in teaching and the classroom? Students often learn from observation and imitation, while I may not be able to video them, what about having pre-prepaired videos of students showing the correct form and places in the action which students often perform incorrectly, allowing them to view this on someone else their age may be the thing they need to connect the dots.
The Spectrum of Teaching Styles opens up a number of discussion topics and reflection, which teaching styles suit, which ones would I like to incorporate more or less, just to name a few.
I'm sure every teacher wishes students would find their subject and material engaging enough to be "Self-Teaching", although this might put teachers out of a job! Whether students know it or not they are continuously learning, in such a connected world it has put questions and explanations just a google away. In my opinion it's important to incorporate every one of the teacher styles into the classroom, as different students and subjects require a different way of teaching. Mastering these styles, well thats a different kettle of fish!
While I love all my mates at other unis and recognize O-week is an awesome time, I quickly lost interest in hearing all the stories and events as I put my nose to the grind stone again.
Having an interesting and full on week I wound into Friday, already wishing it was the weekend. At an ungodly 9:30am I had a lecturer who insisted on writing one thing on the slid and then saying an entirely different thing, so much fun. It didn't help that Andrew from youi decided to call me for a 3rd time in the middle of the lecture to see if I had chosen a company, seriously feeling stalked. I think I confused anyone listing to my converstation as I eneded the phone call with a "If I want you, I'll call you!"
Rolling into my SPC tut in less than the best mood, but it's just so damn hard to stay pissed with Keith as the tutor. Intrestingly enough my bi-polar coaching worked rather well to display how different people/teachers/coachs present feedfoward and the then result or lack thereof it can have on people/students/athletes.
Wow, I was sooo close to finnishing tyhis blog for the week before I got ulitmatly caughtup in the hype and crazyness of the online community. What's that, teachers sharing and mentoring online from all over the world. I HAVE to share but a sample of the great teaching blogs I found before I continue with my blog;
To Learn About It, Write About It
Teaching With Soul
Musings On Teaching...
The eLearning Buzz
SO, I really enjoyed Keith's description of Feedfoward and the difference seeing the positive possibilities of the action/activity which is being preformed. This opens the augmented information concept into a whole different light for me. While we are consistently providing our students with information about their performance and actions is this being carried out in the best way? Admittedly it would be difficult to video each individual student in a class of 25 and provide this kind of information, especially in PE classes where often you only get to spend one or two lessons on any give topic.
The question this raises for me is; how else can this information be used in teaching and the classroom? Students often learn from observation and imitation, while I may not be able to video them, what about having pre-prepaired videos of students showing the correct form and places in the action which students often perform incorrectly, allowing them to view this on someone else their age may be the thing they need to connect the dots.
The Spectrum of Teaching Styles opens up a number of discussion topics and reflection, which teaching styles suit, which ones would I like to incorporate more or less, just to name a few.
I'm sure every teacher wishes students would find their subject and material engaging enough to be "Self-Teaching", although this might put teachers out of a job! Whether students know it or not they are continuously learning, in such a connected world it has put questions and explanations just a google away. In my opinion it's important to incorporate every one of the teacher styles into the classroom, as different students and subjects require a different way of teaching. Mastering these styles, well thats a different kettle of fish!
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