Multi-Model Presentation

Multi-Model Presentation


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Boys dont do arts

The concept that real boys don't do arts is being challenged. Margaret Cook reports.

THE arts have been overlooked as a way to engage boys in education, according to Melbourne University academic Wesley Imms.

He says a great deal of research has been conducted into improving boys' academic performance, especially literacy, but little into why so few study the arts.

However, arts subjects - music, drama, art and dance - suit the needs of many boys, says Dr Imms, who is also research manager of the Federal Government-funded Boys' Education Lighthouse School project.

For example, boys enjoy doing things with an outcome, that are hands-on, and that allow them to learn from their mistakes and successes, all of which apply to the arts. The arts also requires boys to engage in aesthetics, talk about personal interpretations and open up to other people.

Dr Imms spoke at the Boys and Music Conference, held recently at Melbourne High School and organised by the Association of Music Educators (Victoria).

Kevin Kelly, the association's executive officer, says the rate of boys' participation in music at school varies. Factors include the style of music offered, a boy's family and background, and whether he learns music outside of school. Sometimes boys find their school's program uninteresting or limited. Also, some teachers lack experience in a range of music, such as jazz, rock, classical and electronic.

Mr Kelly is encouraged by the "growth in music programs" in the past few decades - for example, schools have formed rock bands for students at risk of dropping out. However, Australia, unlike the US (where "every school has a band and a choir") and Europe, still places a high priority on sport for boys and regards music as a specialist area.

"There is a perception in Australian culture that music is more 'feminine' as opposed to sport," says Sonny Chua, a music teacher at Melbourne High, a boys' school with a strong music program.

Music is compulsory at year 9, as is mass singing for year 9 and 10 students. The school also has three choirs, a symphony orchestra and several bands, and about 500 of the 1300 boys learn an instrument.

"We've found that if you create the right environment - one that allows boys to feel comfortable - then they will choose music," says Mr Chua. "Also, they can do both sport and music."

However, Clare Hall, a music teacher at Trinity and Caulfield grammar schools who also spoke at the conference, warns that boys construct their gender identity from an early age. Her research has found they enjoy singing until about grades 5 and 6, but then regard it, and playing instruments such as the flute, as "feminine".

"Boys need education that is kinaesthetic and a physical experience - what's better than singing?" asks Ms Hall. "Also, unless they are taught the joys of singing and how to use their voices, we will have a generation of men who don't have that ability. It's important that we broaden boys' education and that they learn many ways of expressing their masculinity."

Ms Hall's research included a case study of 40 five-year-old boys, some of whom had already developed a reluctance to sing. In an effort to motivate them, she asked two older boys, both enthusiastic members of choirs, to join their music lessons. It was "instant love" from the younger boys, she says.

Mr Chua says single-sex classes are good because boys are less self-conscious about enjoying music and don't feel the need to be "macho" in front of girls. Teachers must also choose a broad repertoire, from classical to contemporary music and which is relevant to today's boys.

"Engagement comes from within, and we need to motivate boys by means of their own interests," says Dr Imms, who has developed a model that teachers can use to create a "boy-friendly" curriculum. This includes a learning environment where they feel free from ridicule, and where they can move around and communicate with many boys, not just their friends. The arts fit strongly within his model.

Melbourne High's acting principal, Susan Bell, says: "It's important that boys have an understanding of culture, and that they share the bonding experience of singing and performing together.

"It's about connecting them to school, and this overflows into other areas. They come out of music feeling happy and positive, and they take that feeling into maths class."

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Copyright 2004 John Fairfax Publications Pty Limited. www.theage.com.au. Not available for re-distribution.

The teacher Gallery from pebble pad

A blog that looks at the perception of teachers based on the visual images online.

 

Education for the future; an international perspetive. Colin Power 2006

• The Author argues for a renewed sense of purpose in education with greater emphasis on human social and cultural elements in education
• Belfield& Levin 2003 explore the myth that private education is more efficient, the evidence suggests that systems that provide education for the masses’ at a high level of preparing students for the challenges of education are more successful , UNESCO 2005
• School’s must provide students with educational experiences that enable them to deal with current and future challenges and change with a sense of optimism and resilience.
• Increased quality is increased inline with expenditure in teacher education and enhanced school facilities.
• Interestingly those countries with the most success are these that have teacher education systems that have high standards for recruitment and training, and where society views the profession with prestige.
• In critique of technology the author identifies the danger of not identifying optimum use of media as it may be detrimental as a tool if it is a reflection of economic and political agendas of nations and corporations and institutions.
• The author reflects that we must ensure our students become responsible world citizens that understand the rights and responsibilities of the nation.

The promise of critical reflection: promises and contradictions, Brookfield, 2009
• It is not thinking hard on a subject But:
1. questioning the power relationships
2. it assumes that small issues between minority struggles of equality exist in the wider world.
3. It takes its focus on challenging set hegemonic practice power dynamics
4. assuming that those forces that may be in our best interest may be working against us.
5. There is I believe a link to the post modern here. The methodology of pragmatist construction varies a point of view between person and context. Each viewer sees through their own constructed lens.
• CT is grounded on three core assumptions that : 1 the world be being democratic is unequal with all the issues and problems that exist in a democracy. 2.The system is perceived as normal and this seen as a self protecting system not to be challenged. 3. That CT is a challenge to that system and a prelude to changing it.
• Bourdieu- 1977, our way of understanding the world, our “habitus” our constructed reality through our own experience and context. The cultural capital we bring especially pertinent in art education.
• Raymond Williams 1977 goes on in the same manner as Bourdieu that we are shaped products of our, social habits, cultural forms, these legitimise political, educational structures. That represents the order of things. Again the main issue when judging success within art students comes down to this in my context.
• A wonderful phrase ‘the subtlety of hegemony is that it becomes deeply embedded part of the cultural air we breathe’. In the fabric.
• The conspiracy of normal.
• The dark side to the sense of vocation, social workers- exploited and manipulated. Vocation becomes hegemonic when workers are given extra responsibility, duties far exceed their energy and capacities, it destroys health and relationships. This is the private school, you must do more, you are judged on your last mistake, how late you go home, how early you arrive the next day, the prestige of the teams you coach, the extra student competitions, the rehearsals, excursions, galley student exhibitions, I’m so tired, I worked so hard on the weekend, my paperwork is huge, ,,,on and on the badge of honour. Not once is there ever a comment on the quality and effectiveness of vocation.

A passage that illustrates the danger of inbred cultures within schools.
Notes on a scandal.
This passage from notes on a scandal by Zoë Heller page 16, illustrates my concern at my arrival at my present school 2005 where old boys were the continuation of a culture of mediocrity and misogyny. The danger of a culture that does nothing but reproduce itself is nothing if not dangerous and against anything this unit tries to explore.

“But the truth is, St George’s alumni make exceptionally poor teachers. Its not that they don’t know anything about anything(which they don’t.) Or even that they are complacent about their ignorance. (I once heard Elaine blithely identifying Boris Yeltsin as ‘the Russian who doesn’t have a thingy on his head’.) The real issue is one of personality. Invariably, pupils who come back to teach at St Georges are emotionally suspect characters-people who have summarised that the world is a frightening place and who have responded by simply staying put. They’ll never have to try going home again because they’re never going to leave. I have a vision sometimes of the pupils of these ex-pupils producing more ex-pupils who return to St Georges as teachers, and so on. It would take only a couple of generations for the school to become entirely populated by dolts.’

Losing Jordan

22 April 2013

 This is the only image I have when thinking about the mortality of children, I watched my dad cope withh the death of my little sister. I can't really explore this futrther than this.

Study of a Dead Child, the Artist's Son 1860,

William Lindsay Windus

We just buried a student in my class. He was part of my teaching journey for the last four years. His death paralysed me; I have been unable to really comprehend what has happened.\Personally:
• It has given me nightmares; I have only just got the image of his face out of my head.
• I have been paralysed regarding my motivation, I have been unable to complete things to how I usually apply myself.
• I have felt no guilt in this matter. However being a father myself has certainly affected my feelings.
• The complete horrific and tragic circumstances of his death mean I don’t want to explore this in an academic manner. Am I in danger of a little depression here? Perhaps.
• I have lost boys over the years compared to other teachers, teaching boys in rural communities certainly has its toll, roads, alcohol, speed, risk taking, suicide. I will not be reviewing the literature on this matter, and not looking to statistics of depression and risk taking in young men.
• Thus was different, this was so personal in comparison. \
• I won’t explore this further other than reflect on what a privilege this job is. It takes me back to the beginning of this unit what is the model of the ideal teacher, what qualities do we have. Parents at the funeral came to me to thank me for my care as a teacher, looking after their sons, being thankful that they were not the ones burying a son. Yes teacher’s can be agents for change and transformation. Yes we have our own moral compass that some students look to; we provide images of cultural academic and social values. We are not one dimensional we are a blended agent. I hate the fact that this incident has provided a full circle for this blog, back to what a good teacher is. Am I saying I’m an ideal teacher? I could not be that arrogant. I’m trying to be the best teacher I can be. This unit has only put a structure to the knowledge I already had, or the intuitive skill that I thought I had. The literature illustrates these points using the conventions of academia to support and add validity to mere intuition.

Live to teach

18 April 2013

 

Reading _Cheryl Craig 2006 The nature of teacher Knowledge.
Schwarb, 1969,1971,973

• The idea of professors working alongside teachers in schools, fantastic, now lets see how engagement works in practice with year 9. I would love to see how that really works, the relationship formed between the two. Who wins, Mr D cult of personality or Guru of education…fun times.
• I also agree that classrooms are too complex to be viewed from one viewpoint. (Jackson 1968) Perhaps we can find solutions to possible questions??what are the questions?
• The ‘cult of efficiency’ Callahan 1962 cited by Eisner schools producing little of ‘enduring quality’. I have seen this in stereotypes and it worries me, our director of teaching and learning who turned a school upside down to meet the needs of the implementation of Every chance to learn policy ACT. Implemented in 2008. compounded by the fact we had registration in thaty year. Yes we were complient, yes we passed with flying colours, however, the process in which it was done was painful and to the detriment of all middle management that were having to swing to the whims of an individual and their technocratic love of excel spreadsheets for mapping learning outcomes. That person is now promoted off the basis of this achievement to school leader at another school. It was not the outcome that sat uncomfortably with me, it was the process that was strict, autocratic and undemocratic. Only one person understood the process, could change the spreadsheet information, and once that person left the set up which was innovative and in theory made a complex issue very understandable, now became over ambitious with no one around to carry on the work or even to build upon that knowledge. It was scrapped twelve months later with a new direct or of teaching and learning and a promise of National Curriculum just around the corner.

I am also interested in the author’s remarks that a teacher creates knowledge, and Clandin and Connolly’s metaphor that teachers are curriculum makers. 1992. I sits well iwyth the comment of Dr Wesley Imms and his key note address at the NGA Canberra, National Art education conference, when he commented that when a school hires a teacher they hire a curriculum. January 2011.

 

who owns the learning by Alan November.

 

Gibert 2007 The knowledge society
• School as a production line and top down bureaucracy
• The idea of a creative class , information ages, knowledge, vibrant cities, post industrial
• Japanese concept of kaizen an innovation not just a new idea, but one that creates its own new market due to its conception.
• The future will have to change the very way we socialise and interact in society, this has huge implications for the success of schools.
• The post modern construct that knowledge is not an object but an organic flow or network
• French philosopher Jean François Lyotard believed 1970s the PM condition that knowledge’s importance was not of truth and reason, but its ability to do things. Knowledge becomes a commodity and is to become a smorgasbord to be tasted and used. Also the idea of intellectual property coming to fruition. The patententing of knowledge as a commodity.

• Old knowledge will become useful not for its own sake but to become new knowledge. Is this the post modern re contextualisation we see everyday in the art rooms.

• Beyond the Post Modern, I rather like Gilberts take that The Post modern is a way of choosing the ideal and the good of modernity. Rejecting the bad, its excesses and its dictums, but to give it the relative idea of truth, re contextualising and appropriating the form to make it democratic, just and self critical.


Alan November, who owns the learning? 2012
• Getting students to learn for its own sake, not for credits, graduation, approval or praise.
• John Dewey is not education for life, but life itself
• We have inherited an industrial model where the teacher is the centre, students have little to do with the design of the process
• Redefine the role of the learner as a contributor to the process
• Students need 21st century skills, empathy, self direction, innovation, collaboration, communication
• Students need a critical understanding of how to use technology
• Cites Daniel Pink 2009,Drive. States the most important predictor of high quality work is autonomy , mastery and purpose.
• Citing William Cook, 1995,Strategic Planning in American Schools, Truly educated people of the next century will not apply for jobs will create their own jobs
• What if we could use the social media of facebook and twitter, instead of being a disruptive force within the classroom.
• His concepts of 1, tutorial designers, 2, Student scribes, 3 student researchers, Global communicators.
• Student researcher, already do it, just need to do it more explicitly.
• Internet for student work, need to do more not just a n exhibition but a student showcase, that incorporates all student work and engaging poarents.
• A FAQ page for study wiz, great
• Cites Daniel Pink 2009, Drive. The more we grade creative work, the less of it students will do.
• Cites Darren a blog gives everyone a voice with the same volume, democracy in action. Fantastic.
• The power of student legacy, how past students can empower and reinforce standards and practices.
• The biggest problem he sees with teachers is the change in role as student as contributor not passive learner, but a collaborative learner.
• The best models for teachers to follow are those by other teachers.
• The new skill for 21st century is empathy. Can we teach it in a gen y world.

I really dont like pebble pad. However, we really need to talk about technology.

 

I really dont like pebble pad decided to do much of the work the old fashioned way, using paper and note books. I have been using blogger and love the way in which it works. This...is. clunky. Oh well hope fully all will be ok.


Doug Ashley 2013 stimulus paper- participants forum.NMC Horizon report 2012
Yesterday My boss thrust this in my hand, he had many copies it was from an Edmund Rice Deputy principles conference, he knew it was an area wher had an opinion and he wanted feedback.
Key points:
• The shift towards online, hybrid and collaborative models.
• The challenge to our role of educators
• The increasingly ubiquitous mobile online device used by students
• The need for more challenge based and active learning
• The demand for personalised learning that our current technology and practices cannot accommodate
• Institutional barriers
• The incorporation of real life experiences
My response is yes, yes and yes. At the moment we do not the infrastructure or policy to actually fulfil this ideal.
• The ICT committee is self serving with an emperors new clothes like way of working
• The technical officer in charge is a gatekeeper of knowledge that only he understands, all problems are too big for us mere mortals to understand, in his absence subordinates do not have the knowledge or his trust to put things right in the event of a problem.
• We have a wireless network that is not activated to allow anything but a few laptops to access it. The students crash it by the volume of traffic trying log on.
• Network bandwidth is reduced by the amount of access to online media by staff during the teaching day.
• The purchase of tablets or mobile devices by staff are not supported on the network.
• We have content keeper it blocks content, anything with content not seen to be viable is blocked with a red screen. Students get around this by proxy servers, students accessing prohibited content where caught have their access privileges removed for a week. Teachers on the other hand have to request access on a case by case basis.
• It feels as if we are banning large books because our desks are too small to hold them. It’s as if we should infringe copyright by downloading and saving online content, instead of instant access on you tube that will not infringe copyright.

Yes we are addressing this; however, it has taken a new director of teaching and learning to pull back the curtain on the wizard of Oz.

If we make policy as a school that is democratic then perhaps we will be able to achieve in the bigger picture prizes.
1. My students logging on to my digital tutorial
2. staff and students logging on with their own digital devices
3. the interaction with social media technology to enhance learning strategies. There is a NSW Board of Studies guidelines on this, why can’t we look at them.
4. This could be a democratic technology and engagement tool for both students and staff. We should not be scared. It’s a tool not all tools are bad. Toasters don’t kill toast, People kill toast.

We are in the process of amending this situation; I hope it comes to fruition.




Twenty-first century learning; communities, interaction and ubiquitous computing. 2006 Leh, Kouba Davis

• The ides that we are all learners, experts and novices, just like when I taught myself web design, and students last year taught them selves as well me how to make smart online applications in graphics.

• Jonassen et al. 2003, using many memories is more dynamic than one, the group achieves more potently as a whole.

• Norris and Soloway 2004 believe every student should have their own hand held device.

• Distance no longer the obstacle,

• There are five leaner communities, 1 learner content, 2 learner teacher, 3 learner learner. 4 larner interface, 5 learner community

Is school education outmoded?

Policy borrowing, policy learning testing times in Australia’s learning
Bob Lingard 2010

• The emergence of national curriculum’s. Julia Gillard as deputy prime minister argues for a focus on numeracy and literacy. Authors argue this is narrow, and not in line with current needs for a creative knowledge based global economy.
• Naplan looks to the emergence of national schooling and test focused schooling
• Ball 2008 these are neo-liberal policy frames that look to market choice values, compeiti0on between schools and the pressure from parents to push up standards and accountability. Again this is the private school problem. And one that I am in now.





Darling Hammond 2010, All experts agree except in Australia that the Queensland core skills test, stretches the curriculum, it adds diversity and validity to learning. This is the same as the BSSS Canberra system, its hard because,
1. It’s not HSC no pressure in exams, it continuous assessments.
2. perceived standards are lower, students only work in units effectively of 17 weeks
3. Its possible to have teachers who cannot engage students they rely on the same four units for stage 6, there is little professional development and the teacher can fudge through.
4. content can be banal, and strategies can be misguided.
5. students may not the progression of topics and strategies and structure of HSC VCE
6. The model is sound, but has little accountability; teacher moderation is not an expert panel. I have been in these positions yet it is not the rigour of HSC marking, the model is in danger from the personalities involved.
7. HSC VCE have a structure and standards that are progressive in visual arts, the ACT and Queensland models sometimes open to the whims of individuals in schools

• The author comments on measuring on what is easy to measure, the fetish for measure and control and the danger of not being concerned with which is significant in educational systems.
• Schools and education are responsible for equipping students the skills and capital, as with Bourdiau, it is this personal quality that a nation builds national cumulativeness, innovation, economy.
• What skills do we give our boys? What do we send the m out with, the culture we create.
• Cultural audit 2005, no learning, bullying, sport orientated, repour based discipline, parents not want any change in academics
• Teachers felt disempowered.
Now we have changed ideas program, the school wide pedagogy, from a rugby school to one that plays rugby,

• When a measure is short term to focus on litracy and numeracy it is inevitable that a long term goal is lost and the effects degrading to school teachers work. The curricula is counter productive Hursh 2008, Stobart 2009
• The author recognises the quality of teacher practice in the classroom that effects student learning, especially from students of disadvantaged backgrounds. This again takes us back to the ideal teacher, my situation of non selective boys school. All the measurement and short term focus won’t help sound engagement and challenge activities in the classroom. It wont foster respect, it wont form a habit of learning

• . The author cites jean Anyon and Allan Luke 2010, high stakes testing means scripted pedagogy, we teach to the test, facilitating compliance and rule recognition. we no longer have the creative reflective learners. we don’t have active learners, we don’t have the cultural capital for a globalised knowledge based economy

• We must acknowledge the importance of intellectually demanding material, responding to student learning, and social justice and quality agendas.


• Blair made a shift in the Green paper 1998 the learning age, a shift a break in concept that education goes beyond a social issue but a wider economic policy, it rests on social justice national prosperity and cohesion. Again it is the formation of the creative reflective learners. active learners, with cultural capital for a globalised knowledge based economy


• The importance of the teaching profession as key to how to move forward. The author illustrates this point by discussing the finding in the OECD report, Teachers Matter 2005 and Mckinsey report, how the worlds best performing school systems come out on top 2007



Policy Trends and tensions in Accountability for educational management and services in Canada 2007
Sonia Ben Jaafar and Stephen Anderson

• Educational accountability policy permeates all management of financial instructional, professional and learning domains.
• Accountability according to Wagner 1989, is a process that is operated without any evidence of understanding the effects of various parts of its system.
• My review was a process for process sake; it had little understanding what it was doing. Beyond the end goal of rationalisation.
• The rationale for a decentralised democratic curriculum increases the relevance of education and learning in a local context, This is Canberra to some extent, although not all our issues are local we are democratic. Eg, the study of local architecture unit,
• Yes the top down curriculum provides structure equity and quality.
• Again this is the argument.
• An interesting compromise to the national verses local debate is a standardised test based on provincial curricula; this is very post modern as it reflects a mastery of content that is not pitched in competition in a hierarchy of knowledge.

The E portfolio and student engagement.

Can my boys really do this??
Can they enagage?
Wang 2009 e- portfolios.
I thought I understood what this was about, I was entirely wrong. I thought that it was very similar to a digital portfolio as in design or art subjects, but its more than that.
• Its documented artefacts.
• A document that ( kolb 1984) structures learning through a model that uses a circle of reflective thought
• The success also lies in the nature of the student/ learner to analyse of the situation, it is relative subjective and at the mercy of the students ability to engage and synthesise.
• The act of organising this information is evidence enough of their being sufficient domain knowledge.
• More skills must be developed that go beyond the very issue of just representing and passive engagement.
• I hope this is what I can avoid and hopefully I can engage more.




Val Klenowski, Sue Askew, Eillen Carnell 2007 Portfolios for learning
Okmain points:
• Demonstrates achievement and the relationship between learning and teaching within the portfolio.
• It holds all the concepts related to CRT.
• Focus on professional practice, collect evidence of competencies, reflect on professional learning
• Incorporate professional literature review identify professional issues.
• The folio is great at illustrating to the learner exactly what they observe of their own learning, and how that differs to other concepts of learning.
• It captures the uniqueness of the learner’s story.
• The learner according to Watkins et al., 1996 meta learning dialogueCarnell& Lodge 2002 construct meaning from their own reflection on their experience.
• The role of the tutor provide support and the establishment of a learning community.
•
I understand this now, do however, wish I could incorporate this into my own teaching with year 9. They are so hard to engage that this might be novel or innovate enough o spark something.
It will be interesting to see how the process of constructing my portfolio illustrates my own understanding. I hope that I can engage and project my own understanding on a level that is adequate for the course. Will this really measure my relationship with the knowledge?

Question everything and critical thinking.

 

 

 

Critically reflective practice, Brookfield 1998

I must really nail thisit is obvious that it isn’t just thinking hard about something.
• A great recommendation that students negotiate and own learning, taks outlines topics
• obvious, we must look through he eyes of our students, see the class from their perspective, we often say this to our student teachers, but do we do it often enough.
• Without an appreciation of how we perceive learning we are at risk of being ill informed and inappropriate.
• Of course a students disinterest comes from having to study arbitary chunks of disassociated knowledge.
• There is the power to be transformative using education
• Critical incident questionnaire; alerts us to problems
• It grounds our actions using accurate information
• Modelling this enables learners ability to reflect. And it justifies diverse and innovative teaching methods

In Canberra we can be seen to be vert esoteric at stage six with the diversity of units at hand, there is often a chance for teachers to develop courses or specialise in areas that are often not included in HSC or VCE. We do use a lot of evaluation, is reflective yes, but not critical. It only justifies what we do; it does not critique it at a higher more dense level of understanding.

I had my own review last year; it was a blood bath as part of a bigger faculty audit.
I am an expert in my field, I have developed the department. I am a higher level thinker, I lack creativity and drive. Ironic that. My negative reflections were apparently extreme versions of what was stated, yet I underestimated my strengths. A useful process. None of the actions suggested by the independent reviewer was implemented. That person had little understanding of arts education. Oops.





A 'C'? A 'C'? I got a 'C' on my coathanger sculpture? How could anyone get a 'C' in coathanger sculpture? May I ask a question? Was I judged on the piece of sculpture itself? If so, is it not true that time alone can judge a work of art? Or was I judged on my talent? If so, is it fair that I be judged on a part of my life over which I have no control? If I was judged on my effort, then I was judged unfairly, for I tried as hard as I could! Was I judged on what I had learned about this project? If so, then were not you, my teacher, also being judged on your ability to transmit your knowledge to me? Are you willing to share my 'C'? Perhaps I was being judged on the quality of coathanger itself out of which my creation was made...now is this not also unfair? Am I to be judged by the quality of coathangers that are used by the drycleaning establishment that returns our garments? Is that not the responsibility of my parents? Should they not share my 'C'?

text taken from
http://www.stageagent.com/Shows/MonologuesView/1053#ixzz2PU9Y9Goa

Ali Crocker:
Published on Jun 16, 2010
Stayton High School's production of You're a Good Man Charlie Brown. This is my coathanger monologue.

http://www.youtube.com/watch?v=5hxEPOiVl8Q&NR=1&feature=endscreen

Image found: http://www.shawnsaumell.com/wordpress/

 

 

 

Why dont boys achieve in art...with the perfect teacher

Journal

A thought about why boys wer'e not being represented in my moderation group at the Canberra moderation group yesterday.
We talked about teachers, of course.
Reading _Who is the ideal teacher?
Sarah Arnon Nrit Reichel

• According to Sarah Arnon Nrit Reichel there is a debate as to wether the personal qualities of a teacher should be considered along with their pedagogical skill in delivering content.


• The comparison of beginning teachers and students of education is interesting as often there are similarities to the student teachers I have mentored and the young teachers who turn up at work trying to make a start.

• I like the historical references, Socrates, Plato, Friere etal. So many times we have Students coming in wangting to be the sage, all knowing art student.

• Lamn (1972,2000) cited in Sarah Arnon Nrit Reichel prototypes, we see this so often in schools, The teacher as a provider of Culture, this seems so very true and needed in my position as a boys art teacher in a non selective school.
• This is so true in my case.

• According to Musgrove and Taylor (1972) there are 5 characteristics, 1, personality, 2, discipline 3, teaching methods, 4, teacher behaviour in classroom, 5 order and organisation.


• My situation certainly supports this, however, due to the very nature of how disorganised our organisation can be, and the failure of leadership, the personality of the teacher puts all others out of perspective, I often tell the teachers in my care ; due to the challenges we face we often have to teach by a cult of personality and a will to power. The male machismo must be understood. And sometimes the culture becomes perverted and broken.

• cited Arieli (1995) Sarah Arnon Nrit Reichel 2007. Discusses the personal qualities of which teachers are received and judged. In my position it can not be more true, the Christian ethics used to control teacher behaviour.

• In every Independent school I have worked in has had to acknowledge incidents of paedophilia, due to current and ongoing legal actions against members of a religious order were previous members of teaching staff.


• In 2012 a Queensland teacher sacked for becoming pregnant outside of marriage.
• A good friend and college was asked to resign from an assistant principle position and leave the school as he was having an affair with a members of staff ex wife.
• A friend is currently fighting alcoholism, bulimia and self harming behaviour, she has asked her solicitor to stop the principle from exceeding their concern. She is failing professionally and is holding on to her job by a thread, If the school knew of her true situation they would remove her from the classroom.

• The teacher according to Feiman –nemser (1990) 5 orientations of teacher education.
Yes the teacher is the centre of the personal /traditional approach. The critical approach yes we critique and emancipate, technical knowledge, crafts man and technological exploration, Academic teacher as academic leader.

Yes we are great at those things, however, ou younger teachers lack some of the technical knowledge when it comes from art, they lack the craftsmanship due to the post-modern art practice.
The idea of educational academic leader is high within our organisation, either from social/ ambitious climbing or to get out of the organisation due to meretricious courses study etc, as a way of getting out of challenging situation, others stick to the old ways and becomes dinosaurs.

The idea of a social mission, this is one of the four principles for the ideal teacher,
1. Academic knowledge
2. social mission
3. development of the individual
4. critical thought of the personality at the centre of the situation.

• We are an Edmund rice school who mission is clear and central, however, those who are catholic and those are not still play a part.
• I am not catholic, however, my role is central, I want to do all those things, we stereotypically we think we do.

The ideal teacher Part 1

Brian Yates.
My art teacher at school. If there was anyone who influenced me at a young age and formed ...

 

 

 

 

 

 

 

 

 

Reading _Who is the ideal teacher?

Sarah Arnon Nrit Reichel

 

• According to Sarah Arnon Nrit Reichel there is a debate as to wether the personal qualities of a teacher should be considered along with their pedagogical skill in delivering content.

 

 

• The comparison of beginning teachers and students of education is interesting as often there are similarities to the student teachers I have mentored and the young teachers who turn up at work trying to make a start.

 

• I like the historical references, Socrates, Plato, Friere etal. So many times we have Students coming in wangting to be the sage, all knowing art student.

 

• Lamn (1972,2000) cited in Sarah Arnon Nrit Reichel prototypes, we see this so often in schools, The teacher as a provider of Culture, this seems so very true and needed in my position as a boys art teacher in a non selective school.
• This is so true in my case.

 

• According to Musgrove and Taylor (1972) there are 5 characteristics, 1, personality, 2, discipline 3, teaching methods, 4, teacher behaviour in classroom, 5 order and organisation.

 

 

• My situation certainly supports this, however, due to the very nature of how disorganised our organisation can be, and the failure of leadership, the personality of the teacher puts all others out of perspective, I often tell the teachers in my care ; due to the challenges we face we often have to teach by a cult of personality and a will to power. The male machismo must be understood. And sometimes the culture becomes perverted and broken.

 

• cited Arieli (1995) Sarah Arnon Nrit Reichel 2007. Discusses the personal qualities of which teachers are received and judged. In my position it can not be more true, the Christian ethics used to control teacher behaviour.

 

• In every Independent school I have worked in  has had to acknowledge incidents of paedophilia, due to current and ongoing legal actions against members of a religious order were previous members of teaching staff.

 

 

• In 2012 a Queensland teacher sacked for becoming pregnant outside of marriage.
• A good friend and college was asked to resign from an assistant principle position and leave the school as he was having an affair with a members of staff ex wife.
• A friend is currently fighting alcoholism, bulimia and  self harming behaviour, she has asked her solicitor to stop the principle from exceeding their concern. She is failing professionally and is holding on to her job by a thread, If the school knew of her true situation they would remove her from the classroom.

 

• The teacher according to Feiman –nemser (1990) 5 orientations of teacher education.

Yes the teacher is the centre of the personal /traditional approach. The critical approach yes we critique and emancipate, technical knowledge, crafts man and technological exploration, Academic teacher as academic leader.

 

Yes we are great at those things, however, ou younger teachers lack some of the technical knowledge when it comes from art, they lack the craftsmanship due to the post-modern art practice.

The idea of educational academic leader is high within our organisation, either from social/ ambitious climbing or to get out of the organisation due to meretricious courses study etc, as a way of getting out of challenging situation, others stick to  the old ways and becomes dinosaurs.

 

The idea of a social mission, this is one of the four principles for the ideal teacher,

1. Academic knowledge
2. social mission
3. development of the individual
4. critical thought of the personality at the centre of the situation.

 

• We are an Edmund rice school who mission is clear and central, however, those who are catholic and those are not still play a part.
• I am not catholic, however, my role is central, I want to do all those things, we stereotypically we think we do.

 

 

 

 

 

Sarah Arnon Nrit Reichel discuss the notion as respect for the individual student as  part of the core knowledge as an individual teacher, yes we do this well, as part of our mission, yes all care, its not a sterile environment, we rely on a form of discipline that is report based, you hear ‘come on mate’ all the time.

 

 

 

 

Interestingly is the notion of the natural ability of teachers as identified within student teachers?

Yes I believe that there exists a natural ability, as a communicator it can be a façade that masks areas of bad teaching, I have seen art teachers who are amazing intuitive communicators and can to some extent teach well. But there exists a level of teaching such as HSC year 12 exam preparations that enthusiasm and charisma can not help.

 

Sarah Arnon Nrit Reichel 2005. conclude that there is not a single version or predominately one character of the ideal teacher.

The classify personality characteristics and professional knowledge as two great perceptions about the ideal teacher.

 

 

The Post Modern idea of personalised empathetic teacher in line with Noddings (1999) and Bosworth (1995) ideal teacher caring and doing what Dewey recommended in extremes now seen in special schools.

 

This is what my school is, it does this at the detriment to the majority, we are so focused on the individual we are almost our own version of the gen Y stereotype.

What I find very interesting is the loss of prestige being observed in line with a teacher losing the role of cultural socialising agent, the wealth of all knowledge and morals, now just a post modern relativity.

 

Another issue of the loss of social values in the ideal image is reflected in the growth of the private sector. The Harry Potter fetishisation  of  education commented by Germaine Greer on ABC TV in 2012, no interest in pedagogy but in the image the ideal product. We see this in the way parents disengage with the school community after the middle school years, we see parents turn up with sons looking immaculate, in the Toorak tractor, its all image show, desperate housewives. All I see is parents signing up for school. but as soon as they don’t get their way and the school says they cant do it, yese we can, its my choice, don’t tell my son what to do!

The Catholic system has replaced the  values of what in my day was comprehensive education., the church has lost its Sunday church and the catholic school has taken that role of church.

 

I agree with the paper

Yes student teachers are completely unaware of the knowledge they don’t have and beginning teachers are in awe of those teachers with the knowledge competence and experience.

 

That personality thing keeps coming up again. Kagan1992, Peled1995, personality.

 

Mr D.

 

 

http://www.youtube.com/watch?v=hsMZbInvJFg

 

http://www.youtube.com/watch?v=0fn_vAhu_Lw

 

http://www.youtube.com/watch?v=gw1tdTJrak0

 

Terrible on academics big on pastoral care,

Like DEE  At Kinross Wolaroi, I made $5.00  an hour . coach cadets, teach, boarding..

 

The most important issue for me is raised by the author’s comment; if students of education don’t get the concept or illustration of them being the instrument of change, it will not be part of their own pedagogical arsenal.