Learning to be better at teaching

Many people would agree that if you master a subject of knowledge you are highly qualified to teach it to those less knowledgeable. However, qualified teachers are the ones with the proper preparation to be educators. "[P]uede parecer que para enseñar basta con saber (Gil, 1991 & Torre, 1997; cited in Fernández, 2003, p. 102)… [Pero] además de ser buenos conocedores de su materia, [se debe ser capaz] de observar el aula, reflexionar… [y] aplicar decisiones idóneas" (Marcelo, 1996 & Day, 1994; cited in Fernández, 2003, p. 102). Reflection seems to be a key step into growth. Thus teachers and trainees integrate theory and practice reflecting upon critical incidents.

I remember that when I was studying to be a teacher of English, we did not study critical incidents as formal cases to be discussed in a lesson but we shared our experiences as learners or our families and friends'. It would have been much more useful and enriching to have studied critical incidents formally. However, those talks helped me to understand the importance of a teacher's professional growth and reflection.

Later, when I became a teacher, I learnt that reflection is a powerful instrument. Reflecting by myself or with colleagues prevented me from being a bossy or routine teacher. I have found this sharing with other teaching professionals of great importance as it has helped improve my teaching practices. In this search for professional development, I consider flexibility to be my greatest achievement. Thus I do not expect every single student to learn at the same pace or to be challenged by the same activities.

For Fernández González, Elórtegui Escartín and Medina Pérez (2003) considering teaching as transmitting information does not contemplate learning processes. Having this in mind and thinking of my own experience, I emphasize the fact that analyzing varied teaching experiences, or critical incidents, helps us both, the teacher and teacher-to-be, to develop and implement numerous teaching strategies.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Fernández González, J., Elórtegui Escarlín, N., & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de Formación de Profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved September 2010, from

http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=274 17107

 

 

 

 

 

 

 

 

 

 

 

 

 

Teaching is learning how to help others

In March, 2010, I started teaching a 4^th grade group at a state-run school in a small city situated in the North-West of Buenos Aires province. There are 28 pupils in the class. They live in a small community where most of them have been classmates since kindergarten.

Learning environment

It is the first time they have English lessons. Just two or three of them go to private school of English and some pupils have many absences during each term or they do not do their homework. Consequently, I try to make every lesson unique and highly motivating. Varying resources, materials and activities engage them to take new risks and try out the foreign language as much as possible. There is a collaborative atmosphere and most learners seem to be eager to help each other in order to improve.

Something changed

Approximately a month ago, one of the boys, who has been a very good student, started to be more and more isolated during the break time. He stands up in the same corner of the play ground and remains looking at the walls and humming. When another boy or girl tries to talk to him or invites him to play, he cannot utter a single word. He looks frightened and hums in response. Back in the classroom he behaves normally. Though I have noticed that when there is a change in the classroom, too much noise or classmates staring at him, it makes him feel uncomfortable. As a result, he starts making sounds as he does during the break time.

 

 

Possible causes

At school, things seem to be working as usual. The boy has had no problem with the subjects, classmates or teachers. Unfortunately, as the school does not have the required number of students necessary to have a pedagogic department we cannot do much for him. More experienced teachers think that something must have happened at home or he must be suffering from a mental illness like psychosis.

Solutions taken

In the first place, the headmistress and the teachers have spoken to the boy's family. But it is hard for the mother to accept the problem. She thinks her boy is shy. However, his grandmother agrees with the teachers' point of view. She has noticed changes in his grandson's behavior. She looks concerned and she is determined to take him to see a doctor. Last week he was taken to a neurologist. Now, we have to wait for the professionals' diagnosis. Until then, the teachers have talked to his classmates and asked them to be polite and kind with him. As for me, I have consulted some colleagues for advice and they concur that we should try not to let him disconnect during the break time.