This chapter tries to establish the guidelines to set out goals, in other words, what are the points to be considered and how they will be developed. The essential Questions that will highlight the big ideas that are central to the design of a course.
So far we have discussed the distinction between Knowledge and Understanding, and the need to develop certain skills in our students that will enable them to grasp the core of a matter. However, once again, a number of questions and doubts arise when we discuss the different aspects when designing a model.
Among those aspects mentioned in the chapter, one that is interesting to analyze is the idea of “a prioritizing framework”. Every year we face, especially during the second term, the urgency of covering all the contents or “units of a textbook” due to different reasons (school demands, external evaluations, parents demands, etc). Then the question arises; how can we make choices and frame priorities? It is not clear if such choice-making is in the hands of teachers or in the hands of other participants of the process. One may wonder, however whether teachers at school are prepared to do so, and to develop all the wonderful ideas expressed in this book. On the other hand, time seems always to be against any purpose of making things different and start a change in our practices. In most schools, the time devoted to department meeting is so short, that it is mainly devoted to domestic issues such as the events of the week, the coming evaluations, or any other urgent matter that replaces the important ones.
It is absolutely frustrating to read chapters and articles that bring so much refreshing knowledge and ideas about how to improve learning, and to feel unable to carry them out because there is not a clear policy or idea of the importance of the role of the teacher. Governments still look at teachers as mere “deliverers of contents”, not as professionals able to implement the changes our system urgently needs, only when that view is changed, education will go one step forward.
So far we have discussed the distinction between Knowledge and Understanding, and the need to develop certain skills in our students that will enable them to grasp the core of a matter. However, once again, a number of questions and doubts arise when we discuss the different aspects when designing a model.
Among those aspects mentioned in the chapter, one that is interesting to analyze is the idea of “a prioritizing framework”. Every year we face, especially during the second term, the urgency of covering all the contents or “units of a textbook” due to different reasons (school demands, external evaluations, parents demands, etc). Then the question arises; how can we make choices and frame priorities? It is not clear if such choice-making is in the hands of teachers or in the hands of other participants of the process. One may wonder, however whether teachers at school are prepared to do so, and to develop all the wonderful ideas expressed in this book. On the other hand, time seems always to be against any purpose of making things different and start a change in our practices. In most schools, the time devoted to department meeting is so short, that it is mainly devoted to domestic issues such as the events of the week, the coming evaluations, or any other urgent matter that replaces the important ones.
It is absolutely frustrating to read chapters and articles that bring so much refreshing knowledge and ideas about how to improve learning, and to feel unable to carry them out because there is not a clear policy or idea of the importance of the role of the teacher. Governments still look at teachers as mere “deliverers of contents”, not as professionals able to implement the changes our system urgently needs, only when that view is changed, education will go one step forward.
Hi Marianella,
ReplyDeleteYes, one thing is what we read in the chapter and other totally different is what we face in reality.
BUT
Remember that if we are making the great effort of further studying now is mainly because we want to change what we know it is not right.
So do not loose hope, it will be in your hands soon.
Thanks,
Vicky
Hi Marianella
ReplyDeleteTime, pressure, and frustration as a result are some of the lots of things which must be considered when planning a lesson or an academic year. It is incredibly frustrating when we as teachers must carry out our job in a hurry and worse we are aware that it is not the appropriate way to do it. We as teachers are aware of all these variables that play a crucial role when teaching which sometimes go against us; but Are we the only participants in all this process? What about the authorities of schools? or as you said, What about Government authorities? Are they aware of these variables? Do they really consider them when “planning”?. Well, probably the answer is only we, the teachers, are aware of the real process of planning/teaching/learning.
Dear Marianella,
ReplyDeleteI totally agree on the idea that it seems imposible to think about changes in Education if we teachers are not included in a decision making process. For engineers, lawyers, politicians, etc must be quite logical and straight forward to establish goals and set deadlines, yet they don't have a clue what is to be in a classroom. No one tells a doctor what to do with a patient, nor how long to take in a surgery, then why should we let people interfere in our everyday work? Does anyone consider that teachers might have a word to say about what WE need at schools?
Dear Marianella:
ReplyDeleteI would like to comment on your following idea. It is absolutely frustrating to read chapters and articles that bring so much refreshing knowledge and ideas about how to improve learning, and to feel unable to carry them out because there is not a clear policy or idea of the importance of the role of the teacher.
There are many factors which hinder teachers from improving learning. Unfortunately, one of the most important ones is connected with ourselves. There is a statement which I will never forget: “evolution not revolution” because it clearly shows that there has to be a gradual development of teaching understanding, a process in which teachers should take the first step. This step could make the difference if it has a goal in mind.
Dear Holy Cow,
ReplyDeleteI agree with you in the sense of frustration about having to assume the responsability of that pressure which is put by external people who do not have a clue about classroom practices. Yet, I think it is better to provide students better classes and not to rush that much.
I was speaking with a teacher at TESOL, and she was going to present about using movement in the classroom, which is what everybody hates because of noise. She tells people who complain that: "My students are learning at the moment... do you want them to stop doing so?" and that kept me thinking for a while, because it seems to be a good excuse to give school authorities and everyone who can complain because not all the contents are being covered. I'd say that it is better to have better learning that many contents which are forgotten right after the class.
As you know, I don't have any experience working at schools;however, I can imagine how frustrating is to learn a lot of new ideas about how to improve teaching and learning and not being able to carry them out because problably these new ideas in education are not important enough for the authorities.
ReplyDeleteI had a similar experience in one of the institutions I work. I had to cover some content, which for the authorities was fundamental, and they didn't care about learning.
This was really a big surprise and quite hard to understand. But I thought "I have to do it, otherwise I'll be fired". So I started quickly covering the content, and after a while I realized that my students and I weren't motivated. Thus I decided only for one lesson to make them think critically and to take what I've learned in the Master into the classroom.
It was a positive experience for all of us, since they were really engaged in the activity and much more motivated.
So, as Vicky said, we don't have to loose hope, because little by little we could change our current reality.
I think that it does not exist any educational entities or any participants that point out clearly what is the role that teachers should play in education. That is why the confusion crosses all the stages of the process from the very beginning to the absolute end, causing the non effective learning among the students. The wrong approach given to the aims in education along with the bad pedagogical practices carried out in the classroom, are leading us to be regarded as simple delivers of contents as you mentioned in your comments. The only ways to solve this puzzle is through the establishment of clear goals involving all the participants to fight for the fulfillment of them.
ReplyDeleteHi Marianella,
ReplyDeleteI cannot agree more with your idea about the frustration we feel, as teachers of English, when we read such interesting articles about how to improve our TEFL curriculum or our teaching practices. You are also right about the fact that the ministry or schools do not consider us as agents or professionals to promote change or improvements in education.
What really matters are the external demands such as content coverage and the pressure we have from parents.
How can we possibly promote change if the final decision is to buy a textbook which is expected to be fully covered by the end of the year?
"The more content you cover, the more you learn" is the motto shared by many educational authorities and policy makers which may jeopardize learning and real and lasting understanding.
"Governments still look at teachers as mere “deliverers of contents”, not as professionals able to implement the changes our system urgently needs, only when that view is changed, education will go one step forward."
ReplyDeleteI feel sort of puzzled at this statement. On the one hand I guess government does not see us as we should be seen and considered. It's a matter of thinking about "deuda historica" and the article of the new law that says that any professional can do whatever they like basically. From this basis I can't expect much or rather feel non-apreciated as educacionist. On the other hand, I see the effort of some institutions as the Open Doors programe which is always trying to improve and promote several kinds of helps, courses, and activities for teachers to improve, considering that this it's really confusing what to think of. I'm positive today so I rather think that changes are being made so as to give that step forward that you mention.
kisses
Marianella:
ReplyDeleteI remember when I started working as a teacher. My boss's deep voice still sounds in my ear. "We need to have some meetings", and I thought "Oh, my Goodness, this is going to be such a boring thing... I'll be nodding out the first minute of those meetings". Finally, two things happened; (i) the meetings never took place, and (ii)after taking the M.A. programme for two years, I am missing them a lot. As you say, if we teachers want to be the ones framing the priorities; then, we should take care of fixing some meetings with the rest of the staff. I spent minutes of my life (on other blogs)criticizing the administration for making wrong decisions, but I had not stopped to think that the responsibility is in our hands. All in all, if we adopted the following motto 'L'union fait la force', we would be able to change what students learn and do not learn, decide what is relevant and what is to leave aside. You are always right.
Thank you my dear.