Teaching The Teacher
Teaching and learning is the root of education. The two words go very well together. However, we often employ the phrase to suggest that we as teachers are doing the teaching and that it is only the students who are doing the learning. I dread to suggest it but I can imagine that for some teachers (I am picturing them with mortar boards) that is the way it is. Many teachers value the ability of children to teach the teacher.
From multiple discussions I feel that is not the case for the vast majority of educators. So as suggested by Emma here are some of the things I have learnt from my students. This is particularly important for NQTS.
What I have learnt from my students.
1 – To be open minded.
2 – That to invest time in building a relationship is worthwhile for both the teacher and the pupil.
3 – That if you show and interest in their lives and listen to what they have to say you show you value the child.
4 – Even the students who appear engaged in you lessons have worries and concerns.
5 – To never pre-judge a child, labels and low expectations can hold back children.
6 – That a diagnosis of SEN does not describe the child’s needs or personality
7 – That stereotypes are harmful.
8 – That empathy is a two-way human connection.
9 – How to slow down and notice what is happening around you.
10 – That my reactions can determine a child’s future
11 – That school may be the child’s safe place (and if not we should strive to make it so)
12 – That we should not attempt to put academic targets over wellbeing
13 – To never heed a child’s reputation.
14 – If you are enthusiastic about a lesson, your students will be too.
15 – If you are not prepared to listen don’t expect others to listen to you.
16 – Behaviour does not suffer if you relax and have a bit of fun!
17 – Student choice (and voice) must be meaningful
18 – That you will be surprised (constantly)
19 – That high expectations are essential.
20 – To work with parents.
So if you work in a school how do you embrace “teaching the teacher” in your practice?