REFLECTION - CONTEXT
REFLECTION - CONTEXT
Embedded Files
The purpose and the audience of my portfolio
The purpose and the audience of my portfolio
My E-portfolio has been created as a means of learning, through the creation of this portfolio I have constructed knowledge and meaning through my teaching practices and techniques. I also aim to make my learning visible by reflecting on the steps that I take to get to my final product of teaching. This e-portfolio gives me the opportunity to showcase my artefacts as well as to try to gain a deeper understanding of the subject of history education. This e-portfolio provides me with the opportunities for to develop soft skills and market myself to any industry. The audience of my portfolio is potential future employees, my colleagues. I am also an audience member of my e-portfolio; I plan to use this e-portfolio as a constant source of reflection and learning. A way to continually examine my practices and add to my skills that I am showcasing on this portfolio.
My E-portfolio has been created as a means of learning, through the creation of this portfolio I have constructed knowledge and meaning through my teaching practices and techniques. I also aim to make my learning visible by reflecting on the steps that I take to get to my final product of teaching. This e-portfolio gives me the opportunity to showcase my artefacts as well as to try to gain a deeper understanding of the subject of history education. This e-portfolio provides me with the opportunities for to develop soft skills and market myself to any industry. The audience of my portfolio is potential future employees, my colleagues. I am also an audience member of my e-portfolio; I plan to use this e-portfolio as a constant source of reflection and learning. A way to continually examine my practices and add to my skills that I am showcasing on this portfolio.
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."
– Alvin Toffer
– Alvin Toffer
REFLECTION -ON MY TEACHING EXPERIENCE
REFLECTION -ON MY TEACHING EXPERIENCE
CAPS Principles in Action
CAPS Principles in Action
My goals for my students involve the development of the historical skills of the FET History CAPS (Page 9) document. The way that I aim to enhance these skills is discussed below.
My goals for my students involve the development of the historical skills of the FET History CAPS (Page 9) document. The way that I aim to enhance these skills is discussed below.
· Understand the range of sources of information available for studying the past, this is achievable through exposure to a variety of sources and artefacts and through the discussion of primary versus secondary sources.
· Understand the range of sources of information available for studying the past, this is achievable through exposure to a variety of sources and artefacts and through the discussion of primary versus secondary sources.
· Extract and interpret information from a number of sources, sources inform learners about history at a most basic level. If learners can see the value in sources they will have a wealth of information.
· Extract and interpret information from a number of sources, sources inform learners about history at a most basic level. If learners can see the value in sources they will have a wealth of information.
· Evaluate the usefulness of sources, including reliability, stereotyping and subjectivity, by learning to assess the validity, reliability and usefulness of sources learners will gain the ability to extract information and understand the messages and inferences behind sources of information. They will also be able to look for potential bias by evaluating the creator and date of the source.
· Evaluate the usefulness of sources, including reliability, stereotyping and subjectivity, by learning to assess the validity, reliability and usefulness of sources learners will gain the ability to extract information and understand the messages and inferences behind sources of information. They will also be able to look for potential bias by evaluating the creator and date of the source.
· Recognise that there is often more than one perspective of a historical event; this requires incorporating source materials that reflect different views of a historical event. This also involves encouraging learners to think about why different groups may see the same event in different ways.
· Recognise that there is often more than one perspective of a historical event; this requires incorporating source materials that reflect different views of a historical event. This also involves encouraging learners to think about why different groups may see the same event in different ways.
· Explain why there are different interpretations of historical events and peoples’ actions, learners are encouraged to understand the underlying complexity that is that interpretations of historical events differ as they are created for different audiences; arguments around historical events are often written to strengthen their viewpoints. Viewpoints may change as more evidence is discovered.
· Explain why there are different interpretations of historical events and peoples’ actions, learners are encouraged to understand the underlying complexity that is that interpretations of historical events differ as they are created for different audiences; arguments around historical events are often written to strengthen their viewpoints. Viewpoints may change as more evidence is discovered.
· Participate in constructive and focused debate through the careful evaluation of historical evidence, by encouraging learners to discuss and debate their opinions on historical events and sources it allows for meaningful conversation and the possibility of the development of new viewpoints on these events. If learners can have debate based on evidence/facts they will develop empathy and be deep thinkers.
· Participate in constructive and focused debate through the careful evaluation of historical evidence, by encouraging learners to discuss and debate their opinions on historical events and sources it allows for meaningful conversation and the possibility of the development of new viewpoints on these events. If learners can have debate based on evidence/facts they will develop empathy and be deep thinkers.
· Organise evidence to substantiate an argument, in order to create an original, coherent and balanced piece of historical writing, I believe that it is so important to develop this skill in learners as if they can create an original piece of writing that is organized in a logical way then they will be able to make sense of many different pieces of information that they are presented with in future life. By being able to decide what information and arguments are relevant learners will develop the skill of discernment.
· Organise evidence to substantiate an argument, in order to create an original, coherent and balanced piece of historical writing, I believe that it is so important to develop this skill in learners as if they can create an original piece of writing that is organized in a logical way then they will be able to make sense of many different pieces of information that they are presented with in future life. By being able to decide what information and arguments are relevant learners will develop the skill of discernment.
· Engage critically with issues of heritage and public representations of the past, and conservation, for learners to truly be able to engage with the past they need to evaluate how figures and representations of the past are put forward. If learners begin to ask questions about these portrayals and why their beliefs around issues of the past are in place they will truly be able to gain a full picture of the past.
· Engage critically with issues of heritage and public representations of the past, and conservation, for learners to truly be able to engage with the past they need to evaluate how figures and representations of the past are put forward. If learners begin to ask questions about these portrayals and why their beliefs around issues of the past are in place they will truly be able to gain a full picture of the past.
I believe that skills can be modelled, explained and practiced. When the allowance is made for the development of these skills- and not just wrote teaching or covering the curriculum for the sake of being completed – then learners can flourish in the subject of history. This is not only in terms of their academic performance, but also in terms of their relationship with the world around them and how they participate in. They will become well-informed, astute citizens of the world.
I believe that skills can be modelled, explained and practiced. When the allowance is made for the development of these skills- and not just wrote teaching or covering the curriculum for the sake of being completed – then learners can flourish in the subject of history. This is not only in terms of their academic performance, but also in terms of their relationship with the world around them and how they participate in. They will become well-informed, astute citizens of the world.
As a teacher, you find that learners are often intimidated by one or more of these skills. Learners may feel that written sources are too long to understand, or they are written in highfalutin language of the past that makes it more difficult to make sense of. Sometimes the idea of deciding on the correct structure, content and argument of an essay seems as foreign as learning in Greek to the learners. When you understand that this is the point of reference for the learners, you can find ways to work around these ‘mental blocks’ to the development of these skills.
As a teacher, you find that learners are often intimidated by one or more of these skills. Learners may feel that written sources are too long to understand, or they are written in highfalutin language of the past that makes it more difficult to make sense of. Sometimes the idea of deciding on the correct structure, content and argument of an essay seems as foreign as learning in Greek to the learners. When you understand that this is the point of reference for the learners, you can find ways to work around these ‘mental blocks’ to the development of these skills.
I believe that skills can be modelled, explained and practiced. When the allowance is made for the development of these skills- and not just wrote teaching or covering the curriculum for the sake of being completed – then learners can flourish in the subject of history. This is not only in terms of their academic performance, but also in terms of their relationship with the world around them and how they participate in. They will become well-informed, astute citizens of the world.
I believe that skills can be modelled, explained and practiced. When the allowance is made for the development of these skills- and not just wrote teaching or covering the curriculum for the sake of being completed – then learners can flourish in the subject of history. This is not only in terms of their academic performance, but also in terms of their relationship with the world around them and how they participate in. They will become well-informed, astute citizens of the world.
As a teacher, you find that learners are often intimidated by one or more of these skills. Learners may feel that written sources are too long to understand, or they are written in highfalutin language of the past that makes it more difficult to make sense of. Sometimes the idea of deciding on the correct structure, content and argument of an essay seems as foreign as learning in Greek to the learners. When you understand that this is the point of reference for the learners, you can find ways to work around these ‘mental blocks’ to the development of these skills.
As a teacher, you find that learners are often intimidated by one or more of these skills. Learners may feel that written sources are too long to understand, or they are written in highfalutin language of the past that makes it more difficult to make sense of. Sometimes the idea of deciding on the correct structure, content and argument of an essay seems as foreign as learning in Greek to the learners. When you understand that this is the point of reference for the learners, you can find ways to work around these ‘mental blocks’ to the development of these skills.
“Education is not the filling of a pot but the lighting of a fire.”
“Education is not the filling of a pot but the lighting of a fire.”
— W.B. Yeats
— W.B. Yeats
Planning in History
Planning in History
My teaching methods lean towards learner centred teaching. Although there are times in the lesson that have to make allowance for the transmission of information from the teacher (me) to the learners, the lesson is still structured in a way that allows for the learners to check their knowledge (through activities) or hear the opinions of other learners. Through this approach I am the facilitator of the gaining of knowledge and skills, I am not necessarily the disseminator of these knowledge and skills.
My teaching methods lean towards learner centred teaching. Although there are times in the lesson that have to make allowance for the transmission of information from the teacher (me) to the learners, the lesson is still structured in a way that allows for the learners to check their knowledge (through activities) or hear the opinions of other learners. Through this approach I am the facilitator of the gaining of knowledge and skills, I am not necessarily the disseminator of these knowledge and skills.
As a teacher I believe that it takes modelling enthusiasm to develop this learner centred approach, when we learn something new it generates my own enthusiasm, even if it is relating to content that I have covered before. This year when I was preparing the 1917 Russian Revolution, I was looking into the context of the Revolution and how World War I had a big impact on the Russian Psyche at the time of the Revolution. I found out a simple piece of information that I had not read before – that Russia was so poorly equipped for the War that Soldiers on the battle field would have to wait for their comrades around them to be killed before they could then pick up their weapon and start to fight. I found this so interesting and showing such insight into the state of the Russian Army at this time. If I could still get excited and fascinated about content that I have been exposed to for over 7 years then the learners could also get excited by this content and engage with it.
As a teacher I believe that it takes modelling enthusiasm to develop this learner centred approach, when we learn something new it generates my own enthusiasm, even if it is relating to content that I have covered before. This year when I was preparing the 1917 Russian Revolution, I was looking into the context of the Revolution and how World War I had a big impact on the Russian Psyche at the time of the Revolution. I found out a simple piece of information that I had not read before – that Russia was so poorly equipped for the War that Soldiers on the battle field would have to wait for their comrades around them to be killed before they could then pick up their weapon and start to fight. I found this so interesting and showing such insight into the state of the Russian Army at this time. If I could still get excited and fascinated about content that I have been exposed to for over 7 years then the learners could also get excited by this content and engage with it.
The year of 2020 has brought with it so many challenges, including figuring out technology FAST. As difficult as it may have been at the time, it forced us as a profession to push beyond what we thought were the boundaries of a classroom or and change our beliefs on what learning looked like. This change has allowed for many leaps, I now make use of Google Classroom to connect with my learners. I put the work for the day on there as well as any activities or homework that may have been given. If there are any videos on the topic that I think could be interesting to the learners I also link them on Google Classroom. Google Forms is also a great technological tool that I make use of. It allows me to create quizzes that I send to the learners phones/ tablets. These quizzes are a great way of getting the learners engaged. When I set up multiple choice activities I also set up the answers which allows the quizzes to be graded automatically and show the learners which answers they got wring and which they got right. This allows for the learners to check their own knowledge. I also see the learners answers when they submit them which ensures that I can see where gaps in understanding are. I also make use of my computer and the internet as well as a projector to assist in developing understanding, when you can show learners a video, picture, cartoon or play them a song they engage with the work more.
The year of 2020 has brought with it so many challenges, including figuring out technology FAST. As difficult as it may have been at the time, it forced us as a profession to push beyond what we thought were the boundaries of a classroom or and change our beliefs on what learning looked like. This change has allowed for many leaps, I now make use of Google Classroom to connect with my learners. I put the work for the day on there as well as any activities or homework that may have been given. If there are any videos on the topic that I think could be interesting to the learners I also link them on Google Classroom. Google Forms is also a great technological tool that I make use of. It allows me to create quizzes that I send to the learners phones/ tablets. These quizzes are a great way of getting the learners engaged. When I set up multiple choice activities I also set up the answers which allows the quizzes to be graded automatically and show the learners which answers they got wring and which they got right. This allows for the learners to check their own knowledge. I also see the learners answers when they submit them which ensures that I can see where gaps in understanding are. I also make use of my computer and the internet as well as a projector to assist in developing understanding, when you can show learners a video, picture, cartoon or play them a song they engage with the work more.
I assess student growth and learning in two ways. Firstly there are the formal assessments that are required according to the CAPS document. A certain amount of tests, research projects, oral history and projects need to be completed. I know from my experience that some learners panic during tests and exams and as such the results of these are not reflective of their true capability.
I assess student growth and learning in two ways. Firstly there are the formal assessments that are required according to the CAPS document. A certain amount of tests, research projects, oral history and projects need to be completed. I know from my experience that some learners panic during tests and exams and as such the results of these are not reflective of their true capability.
Secondly through informal assessment I really get to know my learners. I believe that it is vitally important for a teacher to know the learners in their class. To know where their strengths are – for example analysing visual sources and placing them into context. Or what their weaker areas are – understanding the action word in an extended writing question and thereby missing the argument required in their essay answer.
Secondly through informal assessment I really get to know my learners. I believe that it is vitally important for a teacher to know the learners in their class. To know where their strengths are – for example analysing visual sources and placing them into context. Or what their weaker areas are – understanding the action word in an extended writing question and thereby missing the argument required in their essay answer.
When activities, homework and informal assessments are completed it assists the learners by building up their confidence in their abilities and by making them more comfortable with the skills or content that is being assessed. I believe in giving learners detailed feedback and working through assessments with them once they have been marked so that learners can see how they may have misunderstood the question.
When activities, homework and informal assessments are completed it assists the learners by building up their confidence in their abilities and by making them more comfortable with the skills or content that is being assessed. I believe in giving learners detailed feedback and working through assessments with them once they have been marked so that learners can see how they may have misunderstood the question.
I strongly relate to the sentiment of this quote that is widely misattributed to Albert Einstein, “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
I strongly relate to the sentiment of this quote that is widely misattributed to Albert Einstein, “Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”
“Every minute you spend in planning saves 10 minutes in execution; this gives you a 1,000 percent return on energy!”
“Every minute you spend in planning saves 10 minutes in execution; this gives you a 1,000 percent return on energy!”
― Brian Tracy, author and motivational speaker
― Brian Tracy, author and motivational speaker
The History Teacher and History Learner
The History Teacher and History Learner
As a teacher, I place a value on fostering (professional) relationships with the learners in my class. Thus through this relationship of respect and empathy and tolerance, learners are encouraged through their participation in the classroom. I believe that if knowledge is transmitted from a teacher-centred approach then learners don’t have a buy-in in the subject or your lessons. When I structure my lessons I aim to always keep in mind learners’ previous knowledge as well as allow for their input and facilitate discussion and debate around topics. If learners can construct their own knowledge based on this lesson structure, I believe that they can make meaningful links in their content knowledge as well as apply that knowledge due to the development of historical thinking skills. I believe that this approach will allow learners to go from the copier stance in the history classroom to the active stance of doing history (evaluating, analysing, building historical context).
As a teacher, I place a value on fostering (professional) relationships with the learners in my class. Thus through this relationship of respect and empathy and tolerance, learners are encouraged through their participation in the classroom. I believe that if knowledge is transmitted from a teacher-centred approach then learners don’t have a buy-in in the subject or your lessons. When I structure my lessons I aim to always keep in mind learners’ previous knowledge as well as allow for their input and facilitate discussion and debate around topics. If learners can construct their own knowledge based on this lesson structure, I believe that they can make meaningful links in their content knowledge as well as apply that knowledge due to the development of historical thinking skills. I believe that this approach will allow learners to go from the copier stance in the history classroom to the active stance of doing history (evaluating, analysing, building historical context).
I firmly believe that every learner needs to be treated with dignity and empathy. When I start a year with learners we discuss and sometimes debate the rules of our classroom. When I involve the learners in this process they can see why rules are in place and state why they may struggle to follow some of the rules, which give me a greater understanding of the class that I am dealing with. I am a rule follower and believe in modelling this for the learners. When learners break rules I aim to be consistent in the consequences.
I firmly believe that every learner needs to be treated with dignity and empathy. When I start a year with learners we discuss and sometimes debate the rules of our classroom. When I involve the learners in this process they can see why rules are in place and state why they may struggle to follow some of the rules, which give me a greater understanding of the class that I am dealing with. I am a rule follower and believe in modelling this for the learners. When learners break rules I aim to be consistent in the consequences.
Even if a learner breaks a rule, I do not believe in moaning at them in front of the class. I don’t believe that any learner will respond well to that form of interaction. I give reminders when learners are breaking the rules. I make use of reflection journals, which allows for the learners to comment on why they broke the rule and what they could possibly do differently next time. These are filled in by the learners after the lesson or at break. As much as I think that learners should respect their teachers, I believe that the tone that the teacher sets in the way that they speak to the learners will ultimately call for the respect of the learners. I respect myself, the learners and the classroom and as such the learners follow suit.
Even if a learner breaks a rule, I do not believe in moaning at them in front of the class. I don’t believe that any learner will respond well to that form of interaction. I give reminders when learners are breaking the rules. I make use of reflection journals, which allows for the learners to comment on why they broke the rule and what they could possibly do differently next time. These are filled in by the learners after the lesson or at break. As much as I think that learners should respect their teachers, I believe that the tone that the teacher sets in the way that they speak to the learners will ultimately call for the respect of the learners. I respect myself, the learners and the classroom and as such the learners follow suit.
I believe that for successful learning to take place learners need to be confident in their identity and their role in the classroom. If a learner has achieved this then they will be able to: participate in class discussion and debate, ask questions when they are uncertain or have a new way of looking at the topic, and not only add to their knowledge but also think critically.
I believe that for successful learning to take place learners need to be confident in their identity and their role in the classroom. If a learner has achieved this then they will be able to: participate in class discussion and debate, ask questions when they are uncertain or have a new way of looking at the topic, and not only add to their knowledge but also think critically.
"Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together."
"Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together."
–Scott Hayden
–Scott Hayden
REFLECTION - PROFESSIONAL GROWTH
REFLECTION - PROFESSIONAL GROWTH
The nature of teaching itself, lends to growth. Teaching is not a static profession. Every year new students come into your classroom, and as many times that you may have taught or said something, you cannot know how it will resonate with learners. Every year the class dynamic is different, the conversations are different and new knowledge is constructed on previous knowledge. The year of 2020 has led to teachers having to develop new skills – for example filming, editing and uploading lesson videos. This year I also completed a research paper as part of my PGCE. As I was working through the literature review, I found myself going down rabbit holes reading academic journals and articles about different pedagogical approaches to history and integrated curriculum models that have been rolled out in schools as well as flipped classrooms where the whole structure of instruction and activity is flipped on its head. These ideas and exploring them further was so motiving and exciting to me. As part of my SACE membership, I also need to ensure that I keep up to date on the CPTD (Continued Professional Teacher Development) system which helps me as an educator to grow professionally by attending workshops, meetings, reading books and going on courses that helps me grow my knowledge and skills while accumulating points.
The nature of teaching itself, lends to growth. Teaching is not a static profession. Every year new students come into your classroom, and as many times that you may have taught or said something, you cannot know how it will resonate with learners. Every year the class dynamic is different, the conversations are different and new knowledge is constructed on previous knowledge. The year of 2020 has led to teachers having to develop new skills – for example filming, editing and uploading lesson videos. This year I also completed a research paper as part of my PGCE. As I was working through the literature review, I found myself going down rabbit holes reading academic journals and articles about different pedagogical approaches to history and integrated curriculum models that have been rolled out in schools as well as flipped classrooms where the whole structure of instruction and activity is flipped on its head. These ideas and exploring them further was so motiving and exciting to me. As part of my SACE membership, I also need to ensure that I keep up to date on the CPTD (Continued Professional Teacher Development) system which helps me as an educator to grow professionally by attending workshops, meetings, reading books and going on courses that helps me grow my knowledge and skills while accumulating points.
REFLECTION - WORK INTERGRATED LEARNING 2020
REFLECTION - WORK INTERGRATED LEARNING 2020
The teaching experience during Covid-19 -Blog Post
The teaching experience during Covid-19 -Blog Post
Posted by JH AUSTEN at Thursday, 1 October 2020 13:34:38
Posted by JH AUSTEN at Thursday, 1 October 2020 13:34:38
The classroom atmosphere is very formal, there is very little room for informal discussion or interaction. New social distancing rules and sanitizing rules have to be followed, which means that you have to be strict and maintain control in the classroom. Group work can't be carried out and class discussion has to be controlled carefully so that all learners are heard.
The classroom atmosphere is very formal, there is very little room for informal discussion or interaction. New social distancing rules and sanitizing rules have to be followed, which means that you have to be strict and maintain control in the classroom. Group work can't be carried out and class discussion has to be controlled carefully so that all learners are heard.
In terms of teaching we have to adjust our approach to try and engage with learners whose facial expressions i can't see behind masks. It is difficult to know if they are interested or understand what I am saying. Also most of the lessons are in doubles, this means that you have to plan carefully to keep learners interested and engaged as the double lessons can be long.
In terms of teaching we have to adjust our approach to try and engage with learners whose facial expressions i can't see behind masks. It is difficult to know if they are interested or understand what I am saying. Also most of the lessons are in doubles, this means that you have to plan carefully to keep learners interested and engaged as the double lessons can be long.
In terms of interaction with learners, I often have to ask the learners to repeat themselves when they are answering as their answers are sometimes muffled. Sometimes I struggle to know who has answered the question as I can't see mouths moving- due to masks. It affects the flow of a lesson. I also feel as though I have to repeat certain words or phrases that I use as I am trying to speak 'through' my mask. I feel as though teacher interaction is limited between me and other staff members as teachers are often on duty ensuring that learners social distance and due to prelim invigilation.
In terms of interaction with learners, I often have to ask the learners to repeat themselves when they are answering as their answers are sometimes muffled. Sometimes I struggle to know who has answered the question as I can't see mouths moving- due to masks. It affects the flow of a lesson. I also feel as though I have to repeat certain words or phrases that I use as I am trying to speak 'through' my mask. I feel as though teacher interaction is limited between me and other staff members as teachers are often on duty ensuring that learners social distance and due to prelim invigilation.
This teaching has been challenging as you are coming into a classroom of a teacher who has spent a lot of time this year trying to ensure that learners are taught while they have been away from school. Additionally it feels as though there is a very strong focus on safety, so you have to be hyper-vigilant about this. I understand why there is this focus, but it is something that plays on your mind the whole time.
This teaching has been challenging as you are coming into a classroom of a teacher who has spent a lot of time this year trying to ensure that learners are taught while they have been away from school. Additionally it feels as though there is a very strong focus on safety, so you have to be hyper-vigilant about this. I understand why there is this focus, but it is something that plays on your mind the whole time.
REFLECTION - DHET COURSE
REFLECTION - DHET COURSE
The links that I noticed between the DHET (Department of Higher Education and Training) course and the coursework that I have studied thus far are clear. I have learned that all learners have a right to be educated with their peers in a school in their community. This means that all schools need to be inclusive to a reasonable degree. It is very often up to the educator to identify and begin the process of helping learners overcome or remove the barriers to learning that stand in their way. on their education journey. Very often it is the LOLT that is a barrier to learning and this is a social injustice that is deeply entrenched in our society. It is up to the teacher to change their approach to ensure that the lessons are structured in a way that allows for scaffolding and for additional support for the learners that require it. Lessons need to be planned in a way that keeps in mind who is being taught as well as the diverse range of backgrounds that learners come from.
The links that I noticed between the DHET (Department of Higher Education and Training) course and the coursework that I have studied thus far are clear. I have learned that all learners have a right to be educated with their peers in a school in their community. This means that all schools need to be inclusive to a reasonable degree. It is very often up to the educator to identify and begin the process of helping learners overcome or remove the barriers to learning that stand in their way. on their education journey. Very often it is the LOLT that is a barrier to learning and this is a social injustice that is deeply entrenched in our society. It is up to the teacher to change their approach to ensure that the lessons are structured in a way that allows for scaffolding and for additional support for the learners that require it. Lessons need to be planned in a way that keeps in mind who is being taught as well as the diverse range of backgrounds that learners come from.
The links that I noticed between the DHET course and my time in the classroom is that very often lessons are geared towards a certain group of learners. Maybe the learners with the higher ability or certain experiences. This leaves groups of children marginalised. Additionally, what I have seen is that teachers teach to the average and slightly above average range of children. They seem to believe that the other can't be reached. There are exceptions to this and there were those teachers who broke things down into smaller pieces and re-explained or restructured activities. This unit links to my classroom experience as the LOLT was English and learners from a variety of backgrounds had to learn in English.
The links that I noticed between the DHET course and my time in the classroom is that very often lessons are geared towards a certain group of learners. Maybe the learners with the higher ability or certain experiences. This leaves groups of children marginalised. Additionally, what I have seen is that teachers teach to the average and slightly above average range of children. They seem to believe that the other can't be reached. There are exceptions to this and there were those teachers who broke things down into smaller pieces and re-explained or restructured activities. This unit links to my classroom experience as the LOLT was English and learners from a variety of backgrounds had to learn in English.
I believe that there are so many social injustices deeply entrenched in our education system. Too many to even mention, and I believe that people and teacher become so jaded and desensitized to these injustices and so they become complacent and stop trying to make a difference and reach the learners with barriers. It is so important as highlighted in this unit that no learner gets left behind, we can't have to approach of sink or swim, we have to have to approach of give swimming lessons and floatation devices and get into the pool with the learners to help them swim. In doing this we will truly be educating the learners and being partners in education.
I believe that there are so many social injustices deeply entrenched in our education system. Too many to even mention, and I believe that people and teacher become so jaded and desensitized to these injustices and so they become complacent and stop trying to make a difference and reach the learners with barriers. It is so important as highlighted in this unit that no learner gets left behind, we can't have to approach of sink or swim, we have to have to approach of give swimming lessons and floatation devices and get into the pool with the learners to help them swim. In doing this we will truly be educating the learners and being partners in education.
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