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Inside Teaching : August 2010
Inside Teaching | August 2010 TEACHING TIPS 24 How we connect with each other is hugely important if we are to understand the complex undertaking we call learning and teaching. Mindful of the fact that there are many other connections in the complex practice of teaching, I’d like to focus here on the connection between one’s knowledge of pedagogy and curriculum, and student behaviour management. Talk with emerging middle schooling teachers and you’ll soon fnd that one of the things they’re most concerned about, typically, is student behaviour management. One of the challenges for emerging teachers is to develop their own mature and complex pedagogy while managing an energetic group of students. As it happens, we’re currently seeing a shift in Australian school reform to a focus on pedagogy, with pedagogical frameworks emerging in most states and territories. How might we characterise how this looks in the classroom? According to the South Australian Teaching for Effective Learning Framework Guide, the balancing act at the heart of teachers’ professional lives is to ‘work with the students to determine readiness, and design challenging but achievable tasks, (and to) convey high expectations and provide explicit teaching and scaffolding as necessary.’ Concerns of the emerging teacher What does it mean to be an effective teacher or an engaged learner in the 21st century? All teachers, but especially middle years teachers, must grapple with this question in order to provide an appropriate learning environment for young adolescents. In the development of their teaching identity, one of the main concerns of emerging teachers A major concern of teachers is student behaviour management, which is why they need to focus on effective teaching. Good teachers, as Robyn baRRat t explains, understand themselves as learners and connect with their students in order to understand how they learn so they can create the conditions for further learning.