Module 1: Task 1: School Communities As a pre-service teacher you are part of a school community, but what does the term 'school community' actually mean? Who does it include? Who does it exclude? The term school community refers to a place and partnerships that exists between the school and other community resources, that meets the non-academic needs of students and families outside of the classroom, while teachers, principals and staff, can focus on whats happening in the classroom. A school community works to develop values such as empathy, kindness and care towards all. It includes organisations in the community, through collaboration to offer programs and services to support students and their families, and includes teachers, administration/support staff, students and their families, and organisations such as health, mental and behavioural care. Community schools focus on the whole child by supporting their academic, health and social requirements, to provide sustainable, productive and collaborative relationships. A school community exclude refugees, particularly those in detention centres, and may exclude students who are suspended or expelled. Reading 1.1 Box 11.1: Teamwork !?
1.1 Moving from student teacher to master teacher: working effectively in partnerships (Ch 11), Rosenberg, M., O'Shea, L. & O'Shea, (2002). Student teacher to master teacher: A practical guide for education students with special needs (3 rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. a) Describe some real life examples (imagined or from experience) of what some of the features (from the box) of a teacher working in a team might look like, and what some of the features of a teacher working as a member of a collection of individuals might look like. A teacher working in a team might include coming together as a whole staff, staff meeting, where decision-making and common visions for the school and education needs is shared. This decision making can include discussion of specific tasks; brainstorming, problem solving relating to curriculum issues or students, and where communication can be co- operative, open, honest, and respectful. The team is committed to achieving common goals and objectives to achieve high quality results and value each persons role and contributions. The team may also include adults and students who work together, sharing common activities and experiences. Another example of a teacher working in a team is when parents and professionals such as speech therapists, behavioural therapists, or therapists who focus on other needs of children such as those from dysfunctional families or who require individual education plans, work together to provide the best possible knowledge, skills and decisions to benefit the students concerned. A collection of individuals may be a group of teachers or one who tries to instil their own personal views onto others, lacking group vision, respect, honesty and loyalty. They may not agree with curriculum issues; management decisions, or decisions made by other professionals. Individuals may have their own agendas, or be disgruntled teachers.
b) What do you feel about collaboration? What are its main benefits? What are its main challenges? With whom would you prefer to collaborate? A pre-service teacher or an experienced teacher? Why? Collaboration is a group or collection of people, who work together cooperatively and democratically, towards a common goal or set of goals, where there are advantages and disadvantages. Collaboration is an important way of obtaining support such as co-teaching, inclusion and developing knowledge, skills and resources to benefit oneself as a teacher, and to benefit the learning outcomes of students. Students working together collaboratively, also benefit from the same elements as teachers. It provides opportunities to negotiate, be flexible, share and develop high quality outcomes, student achievement and better decision making to benefit students and their families. It allows teachers, staff and students to be proactive; responsible and develop respect, improve social skills, can promote change, develop new ideas and professional development. Collaboration also provides opportunities for support through networking. Some of the challenges would include others not being flexible in their decisions or discussions; poor communicators; staff who feel threatened by collaboration; lack of sharing and time; some may become reactive and strong-willed. Collaboration may result in slower outcomes as consensus may be required regarding so many decisions which can take time, or participants not becoming involved in contributions, or carrying out their required tasks. I would want to work with both a pre-service and an experienced teacher. Pre-service teachers may have fresh, new ideas that can be of benefit that they may have tried and been successful at achieving. An example of this was in my recent placement. The teachers used their own methods of gaining the attention of their students. I collaborated with them on what works for them and why, and then explored other options to gain control of the class. I came up with a new idea, that engaged the students as it was new, and fun, and shared it with the experienced teacher, who hadnt heard it before, and was impressed with both the activity and the results. Reading 1.2: Identity and Attitudes
1.2 Building relationships (Part 3), Hurst, B. & Reding, G. (2009). Professionalism in teaching (3 rd ed.). Boston, MA: Pearson. a) Jot down the kind of teacher you want to be. I strive to be a teacher who is committed to the learning needs and outcomes of the students in my care, enabling them to achieve their full potential in knowledge, skills and as a whole person. It is imperative that our environment provides a fair, respectful, open and honest, supportive environment, where students and their families feel safe, trusted and welcomed.
b) How do you think you come across to students? What are they most likely to notice about you? (appearance, voice, behaviour, attitudes, mannerisms etc) From my placements, I feel I have come across as fair, caring, culturally safe while respecting the cultures of others, kind, trusting, trusted, approachable and available to all the students in the classroom. My mentor teacher has written in my report, that I had a very good rapport and relationship with the students. Most likely, it is my caring, kind nature, and quiet voice that students have most likely noticed, and my willingness to be involved in their learning and playground activities.
c) What's the difference in your mind between popularity and respect? What behaviours will give you one but not the other? What behaviours might give you both? Being popular is being liked as it makes us feel good about ourselves regardless of whether others respect what we say. We may be popular because we have the best looking car in town, or the material or visual elements that make us feel good, however this does not mean students or people respect us. Respect is something that is earned and not attached to visual or material elements. Behaviours given to popularity but not respect may include really liking something that a person does, but not being polite, or complying with what is asked of them. Popularity may be students liking a teacher because their classroom management styles are not strict. The teacher may be seen by the students as having a softer disposition, which let the students get away with some behaviours, or do as they wish, and seen as a cool teacher. Behaviours in respect may include good listening skills, complying with what may be asked of them, and often works both ways between teacher and student. Effective classroom management plans and many skills such as listening, politeness, sharing, caring etc., can help to lead to respectful behaviours between teachers and students.
d) In the 'Teacher to Parent' section, the following statement appears: 'partnership is as much an attitude as anything else.' What does this mean? What other things are important elements of partnerships? How does 'attitude' have an effect on these elements? Parents and families are the first educators in their childrens lives, and their influence in their childs learning and development continues throughout their growth. Teachers and schools need to work together to help nurture, teach and guide students, in partnership with parents/caregivers. Our attitudes towards partnership, parents and peers, can have a dramatic effect on the success or demise of this type of working relationship. If we try to work with people with a negative attitude towards people, skills, styles of communication etc., the partnership will not be successful, and learning outcomes will be jeopardised. Elements important in partnerships include all parties understanding that the main issue at all times is the best interest of the child. We need to view parents/caregivers as allies. We need to be prepared, provide positive comments at all times, even if negative ones are a necessity, be a good communicator and listener, acknowledge that each one has equally valuable contributions to make, be respectful of contributions, students needs and preferences, allow opportunities to contribute to decisions, develop a shared vision and goals and consistent sharing of knowledge and information. Reading 1.3: What did he do? The Case-study
1.3 B's Story (Ch6), Rorrison, D. (2008). Jumping through spinning hoops: Stories of the middle school and secondary practicum. Sth Melbourne, VIC: Cengage Learning. Go to your Discussion Board Group . . .
Share your reflections on the case study. See if you can reach some informal consensus or agreement about a-c, then see what similarities and differences come up when sharing :
a) What is the central mistake B makes and why does he make it? Bs errors occur largely in his attitude towards how classes should be run, based on his prior knowledge, skills and experience of teaching in an authoritarian manner. B fails to understand the school system, culture, and prior knowledge and learning styles of the students. B also takes on too many commitments outside of school, which are necessary for his family to survive financially, but which does not leave him time to satisfactorily prepare for classes and design lesson plans.
b) What other things contribute to this mistake? Due to Bs prior knowledge and experience and methods of teaching, he fails to realise that the culture in Australia, allowing students to have a voice a say in how and what they wish to learn, which is very different to the style of teaching B was accustomed to. Failure to attend his first observation practicum also contributes to this mistake which B realises as time goes on. Failing to be well prepared for each lesson, prior to each lesson and to consider extended activities for students who finish tasks ahead of time are also contributions. Time did not allow B to engage in new ideas, hints and tips from his readings- that may have been useful in his lesson/classroom planning, or be prepared for meetings between himself and his mentors.
c) What does he do that is effective in terms of working in partnerships (with students and with mentor teachers)? Some elements that were effective in terms of working in partnerships were evident between some of the students and B, with those who related immediately to his presence in the classroom. Jai and Chris were mostly available unless they had prior commitments, to assist B and discuss his ideas, offering support in the classroom, however on one occasion, Chris did not want to work in partnership admitting she was connected to her students and hoped to still be involved in their learning. B tried to obtain more direction from Chris, and although this didnt eventuate, was a good step in trying to develop an effective working relationship. B worked in partnership with students after one of the students presented an idea, catching their interest, which was then discussed and developed into a project to suit the learning objectives and styles of the students. Mentors provided opportunities for B to observe the way they taught, and interacted with their students, and gave useful feedback throughout the practicum.
d) How did reading this case study make you feel about your next Professional Experience placement? How might you use B's experience to help you work more effectively with others on it? I can relate to Bs experience of feeling overloaded, when I tried to participate in 4 units, while also participating in my second placement. It was vitally important to ensure my lesson plans were set for the following days teaching commitments, meeting necessary criteria and outcomes. I found it impossible for the two weeks of my second placement to focus on both my units and lessons plans, which meant I was two weeks behind in my units. I will ensure I am not participating in other units at the same time as future placements. I was fortunate enough to have the same class and mentor as my first placement. While this might seem a little strange, I felt it was an advantage, as I had earlier in the year, developed an understanding of the learning needs, styles and names of the students, and develop a rapport with them. I could consider those learning needs and style when designing lesson plans for the second placement. Im not sure university courses really teach students the depth of work that can be necessary in lesson plans; extension activities; while considering other classroom elements/student issues. These real-life issues, are really only experienced when having to plan, teach and deal with real classroom teaching/issues, while ensuring the best possible learning outcomes for the students. I would also ensure I develop partnerships with other teachers to be more effective with necessary learning tools such as class Smart boards. My mentor teacher admitted she was not efficient at using it. Sadly, I had designed a lesson plan to incorporate the use of the Smart board as we had discussed a time to look at the board and practice-sadly this did not occur, so I had to resort to a print copy to teach the lesson, which worked out okay, but Im sure would not have suited students learning styles as satisfactorily as their usual electronic learning style.
Reading 1.4: Feedback and Consulting Skills
1.4 Collaborative programming and consultation (Ch 10), Rosenberg, M., O'Shea, L. & O'Shea, (2002). Student teacher to master teacher: A practical guide for education students with special needs (3 rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. a) The authors talk about beginning teachers as the 'recipients and providers of consulting services', rather than as the givers and receivers of feedback (as is explored in ETL111). How do you feel about this new terminology? I feel recipients and providers of consulting services sounds more positive than givers and receivers of feedback. It may be viewed as a consultation process, rather than feedback, which is often viewed as containing negative consequences What shift in thinking about the receiving of advice and constructive criticism does this make? It is important to focus on the balance of power and decision making between the consultee and consultant. Constructive criticism and advice needs to be fair, and given in a manner that is respectful, open and honest. b) Have a look (consider keeping a copy of each) at the two performance management tools presented in Box 10.1 (p321) and Fig 10.2 (p322). If you had to self-assess your current teaching strengths and weaknesses, how helpful would you find the organisation and selection of the principles in 10.1? I believe the principles in 10.1 are a strong and clear indication of what teachers need to continually using for self-assessment, whether they are new to teaching, or experienced. Has the feedback you've been given (and the observations you've done) followed these lines or not? When reading through the principles, it is clear that feedback I have been given has followed these lines. Although not necessarily all points, there certainly has been some of the points addressed under each heading. How might you use or present the planning guide in 10.2 in a collaborative problem-solving conference o when you are the recipient of consulting services? As the recipient of consulting services, this planning guide is a useful tool to address issues and evaluate current procedures and practices. It appears to specifically look at behaviour management, but could be adapted to suit other issues. It would be useful to be able to collaborate with the provider together, rather than being only the recipient. when you are the provider of consulting services? As the provider of consulting services this planning guide is again a useful tool to address issues, and to particularly discuss procedures and practices when working with other staff. In Your Discussion Board Group . . .
Explore each of the following questions:
a) How has this reading refined and extended your understanding of your own feedback/consulting skills: what key things have you learnt, had reinforced, had challenged or modified by this chapter? What key things might you take on board and try in your next Professional Experience? From this reading I have gained knowledge of what is means to be a consensual decision making. It has reinforced my belief in the need for positive regard; giving and hopefully receiving honest feedback, to always be empathetic, and to be encouraging especially if I have to be the provider of consulting services, to try to make any process a pleasant learning experience, while focusing on the intended outcomes the efficient and effective delivery of learning requirements to all students. I did see quite a lot in a short 2 week time frame, of my mentor teacher using consulting skills with several parents as there were learning difficulties and behavioural issues with several students. It was interesting to see the style the teacher used, in a non-threatening manner. I thought she did an outstanding job with the parents-I hope to follow her ability when consulting with parents.
b) How might technology be used to facilitate consulting procedures (both in terms of your role as recipient or as provider of these services). Think in terms of audio-visual tools, web 2.0 tools etc. How might they enrich the consultation? If available, video conferencing would be a good method to facilitate consulting procedures, or recording a video/DVD of the procedure. As already mentioned, SKYPE and emails are a useful way to communicate as well, or webcam and voicemail. One disadvantage of using emails may be that the person receiving the email, may not be immediately available to view and reply, and allows both teacher and parent to keep in touch. Online chat facilities could be useful, providing they are private. The consultation could be enriched by both parties having the opportunity to think about what they want to say and develop appropriate responses, particularly if negative elements are present. _1407890_1
This is a great chapter! One of the very useful concepts in this chapter is the idea of the pre- service teacher as a recipient of consulting services as well as a provider of consulting services. Please read these sections carefully as they are important.
The consultative model for consultative processes focuses on consensual decision-making - "The overall goal of collaboration is agreement on what is to be accomplished and how it is to be accomplished" (p. 324). This may sound simple, but achieving this goal can be difficult. Look at the section on balance of control and reflect on the relationship between power and decisions and the styles of behaviour.
You will have studied this topic in ETL111 Educators as Effective Communicators, but you should read the section "Interpersonal Communication Skills" (p. 327). In particular you should try to improve your ability to show empathy - the capacity to understand how others feel. Using empathy is a skill and this section identifies the components of this.
The final section in this chapter focuses on the procedures to follow to ensure enhanced collaboration. The first procedure, using behaviourally descriptive statements is pivotal to many aspects of teaching. An example of this might be where you haven't met assessment requirements at university and you have to resubmit an assignment. You need to talk to your mentor teacher about having an unexpected extra workload, in order to resubmit. You might say something like "My lecturer is picking on me, I have to resubmit, so I won't be in for a few days." Let's hope you don't say this. You need to be specific, accurate and concise. So you would say something like "I have to resubmit an assignment by Friday and I would like to know if we could postpone my maths lesson until Monday please?"