by clicking the arrows at the side of the page, or by using the toolbar.
by clicking anywhere on the page.
by dragging the page around when zoomed in.
by clicking anywhere on the page when zoomed in.
web sites or send emails by clicking on hyperlinks.
Email this page to a friend
Search this issue
Index - jump to page or section
Archive - view past issues
Inside Teaching : August 2010
Inside Teaching | August 2010 TEACHING TIPS 28 There’s a strong connection between student engagement, behaviour and achievement on the one hand, and a teacher’s pedagogical stance and approach to the curriculum on the other. Pedagogy needs to be understood and used on a conscious level by teachers in the classroom environment, since the beliefs and values that inform their pedagogy guide all their actions related to the classroom. It’s better to know why you’re doing what you’re doing when you’re doing it in a classroom than not. From here there are strong connections to student engagement and behaviour. In order that emerging teachers are able to learn about teaching, and in order that their students will be able to learn, they need to be connected to the curriculum. The construction of the Middle Schooling for the Middle Years course refects the construction of classroom learning in terms of a negotiated curriculum, student- centred pedagogies, student voice and acknowledgement of prior learning, rather than on managing poor performance of students. This doesn’t mean behaviour management strategies are ignored. In fact, one of the key phrases we use, adapting Peter Hook and Andy Vass’s conception of infuence, is ‘infuence, not control.’ The only person we can control in the classroom is ourself, but we can learn strategies to infuence others. This being so, we need to be very clear about our beliefs about effective teaching and learning, and thus where we want to put our energy. When the starting point in our teaching is student behaviour management, the risk – and a risk that’s often realised in a teacher’s frst years – is a heavy reliance on school-based student behaviour management procedures. A better starting point is to understand ourself – understand our pedagogy, the beliefs and values that guide what we do in a classroom, and understand our curriculum in terms of our learners. ■ Robyn Barratt is a Lecturer with Bill Lucas in the Middle Schooling for the Middle Years course of the Division of Education, Arts and Social Sciences of the School of Education at the University of South Australia. She has worked in SA schools and on state and national projects for more than 30 years. She will be speaking at the 5th International Middle Years of Schooling Conference, ‘Our worlds: Connecting in the middle,’ hosted by the South Australian Postgraduate Medical Education Association at the Adelaide Convention Centre on 6 September. LINKS http://sapmea.asn.au/ conventions/middleschool2010/ REFERENCES Hook, P. & Vass, A. (2002). Teaching with Infuence. London: David Fulton. UniSA Course Booklet. (2010). Middle Schooling for the Middle Years. Adelaide: UniSA. FURTHER READING Groundwater-Smith, S, Mitchell, J. & Mockler, N. (2007). Learning in The Middle Years: More than a transition. Melbourne: Thomson. Huber, M. (2004). Balancing Acts: The scholarship of teaching and learning in academic careers. Washington, DC: Carnegie. AUSTRALIAN PEDAGOGY FRAMEWORKS The South Australian Teaching for Effective Learning Framework Guide is available at www. learningtolearn.sa.edu.au/ core_learning/fles/links/TfEL_ Framework_handout_4_p.pdf The Victorian e5 Instructional Model is available at www.education.vic. gov.au/profearning/e5/ The Queensland Productive Pedagogies model is available at http://education.qld.gov.au/ public_media/reports/curriculum- framework/productive- pedagogies/html/about.html The New South Wales Quality Teacher Framework’s three dimensions of teaching practice model is available at www.det. nsw.edu.au/profearn/areas/qt/ index.htm