Beruflich Dokumente
Kultur Dokumente
By Melissa Da Silva
32195547
Lecture 2/3:
Demonstrates the importance of wording a question or statement
based on the child's age and background.
Understand that how I as a teacher, communicate non-verbally with
my students, is just as influential and important as my verbal
communication.
The lecture on Ethics presented me with:
- Real life examples of where Groundwater-smiths code of ethics
come into practise.
- Understanding the difference between an ethical and legal
dilemma and how to approach this.
Reflection
When I first entered the lecture theatre this morning, I reminded
myself of why I wanted to become a teacher: because it meant that
I got to pass on my knowledge of what I love to younger
generations. By the time I got to the first workshop, my reasons
began to broaden.
In Churchill and Fergusons reading, they note the importance of
pre-service teachers constantly reflecting on their practise by
seeing their job through the eyes of the student.
What resonated most with me during our first workshop, was what
Sir Ken Robinson said in his Ted Talk Bring on the Learning
Revolution. He noted 3 major points which stuck in my mind. He
stated how vital it was to go into the teaching profession with a
passion. Do what you love and what feeds and energises your soul.
At that moment I reflected on all the moments I got to teach
someone something, and how happy that made me. Then, he got
me to think about each childs dreams and aspirations as something
which they place at my feetso tread lightly. With that analogy, I
thought about how individual each student is. I even remarked to
one of my peers that his talk made me reflect on my experiences at
school and note the significant teachers who had an impact on my
life and why.
By the afternoons lecture, I was filled with a new sense of purpose
behind why I wanted to teach. The lecture on communication only
strengthened this as I mused: how could I use communication to
help each child to strive and achieve their dreams?
The Ethics lecture threw me off a bit. I was frightened initially by
the prospect of ethical dilemmas I may be faced with at some point
in my teaching career. Then I remembered the story of Jonah, in
Groundwater-smiths article. And I left with a sense of relief. I learnt
that each issue must be dealt with individually and considerately. I
realised that a problem child is someone to nurture and not to
further neglect. I may not be able to fix their problems, and I know it
is not my responsibility, but the least I can do is leave a positive
impact on these children and brighten their future. With that in
mind, I have confidence to move forward with positivity and
willingness to learn and improve.