Teaching environment

All five members of our household are studying at the moment so it makes for an interesting environment.
I can't think in mess and need to create order in my physical work space so I can start planning the new terms curriculum or work on my assignments.
One of the members of our house has an office desk I can't usually see for the books/papers but he knows exactly where everything is and even knows if something is missing!!
Another member sits outside to study and gain energy and inspiration from the bush surrounding our house.
We all learn differently and gain inspiration in different ways. The same is true for my class and all the learners I have come to journey with over the years. With each different teaching subject, I have had to create an new learning space. Some characteristics are the same and some are vastly different.

(http://www.dreamstime.com/royalty-free-stock-photos-creative-mind-concept-colorful-effect-image39410568)


Teaching Pedagogy

I have already shared a little on this in an earlier blog (Educate & Advocate). In general most of the elements of this do not change. It is an ongoing process of establishing rules/routines, strategies for teaching content, getting to know the students and reflecting on data to improve learning gaps. Ultimately it is also reflecting on my own teaching with perhaps some wise observation by colleagues to try and provide the best quality teaching I have to offer. Of course embedded in all this is my own professional development to identify gaps in my knowledge that I want to improve.

With the transition of year 7 to high school in QLD has been much research and support for middle school teachers. I personally have found this very insightful and practical especially when it comes to teaching boys. While there may not be many boys in Home Ec perse, most teachers will be teaching boys at some stage and definitely teaching adolescents in high school.

(www.andrewfuller.com.au) 

I found work by Andrew Fuller to be really helpful and if you ever have opportunity to attend a workshop, he is really great. So the pearls of wisdom I have gained in this are about my classroom include:


1. Adolescent brains are under re-construction with "synaptic pruning" and the frontal lobes. As Fuller comments "adolescent brains take year 9 off. In most organisations, we are entitled to long service leave after 10 years of service and year nine students have also been there ten years".
        Synaptic pruning means the experiences we give our young people at this time are really important. Risk taking and experiential learning helps to re-connect this part of the brain.
The frontal lobe is the part  of the brain that helps us plan, consider, control impulses, make wise judgements and be kind, considerate people. In short it is the part that allows us to be civilised and human. If it is "missing in action" for high school, then teachers are likely (and do) have emotional, fired up young people, acting on emotions and ill-controlled impulses. SOUND FAMILIAR???

Boys in Education (http://www.ascd.org/ascd-express/vol6/604-gurian.aspx)

2. Boys are generally visual so need extra intentional visuals to help with their learning.

3. Project-based kinaesthetic learning - so lots of hands-on and action learning

4. Movement around the classroom - for both staff and students

5. Teaching considering learning styles

6. Skills training on how to do things then critical enquiry approaches to demand problem solving solutions (help synapses reconnect)



So what does that mean for the learning environment??

Most of what I have explored has been centred around pedagogy and perhaps a few routine organisational aspects to planning in the classroom. What is also important is the physical learning environment. Sometimes as teachers we don't have a lot of say in what we can do with this element but none-the-less there is plenty of research that indicates it has as much to do about learning as the content.

I will explore this in my next blog