A is new to Melbourne, T is new to teaching and they are both new to my school. Neither is new to thinking about learning, which is what makes my introductory session with these passionate young educators so exciting. They both have deep beliefs about how children learn and they seek the best ways to build learning experiences on those foundations. They question existing systems and challenge the status quo of schooling in their quest for the best for all learners.
A visitor from another school, participating in our conversation for a while, told us about a group of willing new teachers at a school where she worked, who always accepted and agreed with everything. She didn’t talk about their practice and perhaps they ‘run lovely classrooms’, but I wonder how great a teacher you can be if you don’t constantly strive to understand how your learners learn, if you never challenge the way things are done, if you fail to question others and the system… and yourself.
In a recent conversation, a friend from another school expressed concern about a new teacher she has been mentoring. This teacher demonstrates passion for teaching and learning. She is a deep thinker, with strong beliefs about learning, who is reluctant to go through the motions of delivering prescribed programs and assessments that she does not believe are purposeful. On the other hand, she has yet to develop skills in classroom management. Her mentor is frustrated by her lack of organisation and attention to classroom behaviours.
I think you can learn classroom management. Can you learn to be passionate about learning if you’re not? Can you learn to care deeply if you don’t? Can you learn to base your practice on beliefs about learning, if you don’t really think about how learning takes place?
What kind of teachers are being trained in our systems? What kind of teacher would you rather have? What kind of teacher would you rather be?