CraigsMaths

I have held various teaching positions in a wide variety of environments. These include TAFE, business colleges, professional skills training and private tutoring. Each environment has presented unique situations in which to apply a wide variety of strategies and methodologies.

• Teaching programs should be based on clearly defined goals in both a broad and a find grained sense. The best goals are those which marry the personal aspirations of the student with the curriculum requirements of the course.
• Learning is a legitimate ends in its own right and this should be encouraged wherever possible through a ‘free range’ exploration of ideas and concepts. Though time does not always permit, student questions can be taken as a catalyst to these adventures in learning.
• No one has the right to deny others an opportunity to learn. Disruptive students can only be effectively dealt with in the context of the wider school community including peers, teachers and parents. Misdemeanors are best approached along the lines of established school policy to ensure consistency in the messages sent to all involved and the support of the community. Pre-emptive curtailing of disruptive behaviour can be achieved by treating individuals with respect and consistently encouraging and rewarding positive behaviours.
• Everyone can learn. Where learning difficulties exist there will be an underlying cause. The failure to learn is not inherent and is simply the effect of that cause. If the cause is not identified and dealt with then continued apparent failure will only serve to enforce the misconception that the student is “no good at school”. Causes of learning difficulties may be complex (mental or physical impairment) requiring specialist attention or simply a matter of explaining a concept in a different manner or medium.
• Learning must be relevant to the students’ interests and career aspirations. Although some do simply enjoy the process of learning knew things most students find it much easier when a relevant context can be established. I endeavor to relate lessons to concrete examples or at least by analogy to students own experiences.
• All learning must build with existing talents, knowledge and interests as a foundation. The pursuit of skills and knowledge can viewed as a construction project where the student comes to the classroom with a foundation in place. The teacher must identify the level of that foundation and places in which to key new concepts to advance further learning.
• As a teacher it is vital that I have the relevant subject knowledge or skills to empower me to identify student curriculum needs and impart those with confidence and fluency. Thorough subject understanding also enables me to more readily put myself in the students’ shoes and gain insight into their misconceptions or indeed open my eyes to extrapolations that a student may make.
• My own ongoing self-learning in both subject matter and teaching approaches is vital to ensuring relevancy.
• Education builds a future for students and society. As such, what ever education people receive will be reflected in the shape of our future communities. It is in my power as an educator to make a strong contribution to that future for better or for worse. This responsibility is welcomed enthusiastically but tempered by the mores and wishes of today’s society.

Practical Classroom Management

Ideally if students are interested and engaged in the curriculum then should be no behavorial issues in the classroom.  If the curriculum is relevant, varied, challenging, matched to abilities and offers choices then students will be engaged and on task.

But this is an ideal and any number of variables both in and outside the classroom can make the best laid plans go awry.  Therefore a strategy to deal with those disruptions and out bursts is needed.

My approach is to:

1. Be the leader of the class right from the beginning by setting a tone of authority and showing a firm direction.
2. Apply already established rules and procedures rigorously
3. Don’t reward the disruption by giving it recognition in front of the class
4. If it persists follow through with consistency and by use of established school management procedures
5. Build a positive relationship with the troublemaker by reprimanding and discussing the issue with them privately after class.