Conversations lead to thinking #2
I am still reflecting on the conversations that I had with Ian Smith, from the long weekend in Buckland. It is wonderful to have the opportunity to discuss, consider and have your thinking stretched and challenged. It is even more pleasurable when this happens unexpectedly. When these conversations lead to supporting your teaching practice and enable better outcomes they are invaluable. This was definitely one of those conversations.
Although this was not a conversation that took up considerable time, it was one worth having. How often do we consider the point of view that students come to school with regarding education? What values are instilled into them from the perspectives held by their family and cultural background. For instance, how differently does a child approach education when the conversations at home are around teachers being there to support and facilitate the learning, as apposed to just do as the teacher says? These perspectives of the role of the teacher may not even be discussed openly, rather they may just be inferred. They may not ever be scrutinised or unpacked, but they are significant. This developed understanding then leads to the way the child approaches schooling and the teacher, the attitude that they bring. This is powerful. As a teacher, understanding the perspectives, values and beliefs that a child brings to the classroom, and considering them and their impact on the classroom, can help create positive outcomes, which other wise might result in conflict.