Christine’s Frame of Reference
Relationship building
In order to be effective as a teacher and as a person, one must first build relationships. Be they peer, student-teacher, personal, social, etc, each relationship is as important as the next.
A relationship between a teacher and a student can be strong or fragile – it depends on the people involved, but in particular, the teacher. If the teacher talks about trust and honesty, then behaves in a hypocritical manner, the trust is lost. Once trust is lost, it cannot be regained. As a coach and teacher, I always ‘walk my talk’. I have been let down by teachers and have vowed never to do the same to students/skaters. I have kept my word and always will. I am trustworthy and honour that trust. I try to instill the same in my students and have seen that they will emulate my behaviour. Therefore, my behaviour must be, and is, above reproach.
Safety and security in the classroom
Safety and inclusion within the classroom setting is essential for learning to be effective, memorable and worthwhile. If a student does not feel safe, that student will not thrive. For example if students pick on, excludes or tells tales about a student, that student is not safe. As a teacher it is my duty and moral obligation to ensure that does not happen. Should a student express a concern, or a student come to me and tell stories about another one, it is my duty to find out the truth. I do not, and never have, just believe what I am told. Students, young or older, will lie. My job is to find the truth and work out a solution. To vilify the victim is not in my book and should not be in anyone’s.
My classes are safe, positive and effective. As a teacher, I would have continued that into a classroom. I build community, pride and cooperation so that each child is safe, nurtured and encouraged. Small victories are celebrated, as well as larger ones.
Relationships with colleagues
Skating coaches are a breed among themselves. Although independent, we work together for the good of the skaters and the club. I have not been able to find similar relationships within my studies at this time. I have been supportive and protective of the students who have shown me kindness and support, but it has, by and large, not been reciprocated.
Future plans
I am leaving the program and will not be returning, much to the disappointment of some of my colleagues. I do not feel this environment is safe, secure or worth the time and money. I may, in the future, continue my studies elsewhere, but at this point, I am returning to coaching where I am appreciated, rewarded and supported.
Relationship building
In order to be effective as a teacher and as a person, one must first build relationships. Be they peer, student-teacher, personal, social, etc, each relationship is as important as the next.
A relationship between a teacher and a student can be strong or fragile – it depends on the people involved, but in particular, the teacher. If the teacher talks about trust and honesty, then behaves in a hypocritical manner, the trust is lost. Once trust is lost, it cannot be regained. As a coach and teacher, I always ‘walk my talk’. I have been let down by teachers and have vowed never to do the same to students/skaters. I have kept my word and always will. I am trustworthy and honour that trust. I try to instill the same in my students and have seen that they will emulate my behaviour. Therefore, my behaviour must be, and is, above reproach.
Safety and security in the classroom
Safety and inclusion within the classroom setting is essential for learning to be effective, memorable and worthwhile. If a student does not feel safe, that student will not thrive. For example if students pick on, excludes or tells tales about a student, that student is not safe. As a teacher it is my duty and moral obligation to ensure that does not happen. Should a student express a concern, or a student come to me and tell stories about another one, it is my duty to find out the truth. I do not, and never have, just believe what I am told. Students, young or older, will lie. My job is to find the truth and work out a solution. To vilify the victim is not in my book and should not be in anyone’s.
My classes are safe, positive and effective. As a teacher, I would have continued that into a classroom. I build community, pride and cooperation so that each child is safe, nurtured and encouraged. Small victories are celebrated, as well as larger ones.
Relationships with colleagues
Skating coaches are a breed among themselves. Although independent, we work together for the good of the skaters and the club. I have not been able to find similar relationships within my studies at this time. I have been supportive and protective of the students who have shown me kindness and support, but it has, by and large, not been reciprocated.
Future plans
I am leaving the program and will not be returning, much to the disappointment of some of my colleagues. I do not feel this environment is safe, secure or worth the time and money. I may, in the future, continue my studies elsewhere, but at this point, I am returning to coaching where I am appreciated, rewarded and supported.
I believe that my job is to help students progress as a class and as individuals. By allowing students to have a say in what they learn and how they learn, I believe we will become a cohesive class and will progress further than if I used the tried-and-true method of one step, two steps, three steps, goal.
By allowing students input into how we get to the goal (that is, they will learn what they came to learn) we will have a more self-directed, creative, engaging and imaginative learning journey.
I will learn from them things like different ways of expressing thoughts or ideas, new ways of reaching goals and different perspectives. We will all learn to value each other and each others' ideas and ways of thinking.
They will learn from me to become self-directed, self-regulating and I believe in this way they will be more engaged and interested. Interest will guide their work and they will take pride and ownership of their learning.
My job is to guide their discovery of themselves, their places in the world, the subject at hand and their love of learning.
By allowing students input into how we get to the goal (that is, they will learn what they came to learn) we will have a more self-directed, creative, engaging and imaginative learning journey.
I will learn from them things like different ways of expressing thoughts or ideas, new ways of reaching goals and different perspectives. We will all learn to value each other and each others' ideas and ways of thinking.
They will learn from me to become self-directed, self-regulating and I believe in this way they will be more engaged and interested. Interest will guide their work and they will take pride and ownership of their learning.
My job is to guide their discovery of themselves, their places in the world, the subject at hand and their love of learning.
Blog post #2
As a teacher, I believe it is my duty to stimulate the minds of the students as I teach them. There are some teachers who rely on the curriculum exclusively and don't engage their own minds or those of the students. I think that is doing the students a great disservice. I had teachers like that and hated their classes. I also had teachers who went the extra mile and put something of themselves into the lessons. Those were the more popular teachers.
Using either method, we are able to teach students how to read and write and do math, but there is no reason we can't stimulate them at the same time.
Understanding is easier and better if the student is enjoying what he/she is doing. Anyone can recite facts but understanding comes from the heart.
As a teacher, I like to challenge my students and I believe I have instilled a little extra pride in their learning. I will take lessons a step further and add a little challenge. If, for example, we are learning words, I will challenge them to use the new word in a sentence. That further develops understanding, gives them something that will develop an appreciation of the new word and something to strive for. They certainly seem to enjoy the challenge.
As a coach, I often challenged my students with skills from a level or two above where they were. They would try and often succeed, and if they didn't succeed that time, they would have a better understanding for when they were ready to try again. They would also look forward to when they were able to master the new skill. I found this approach valuable and fun and so did the skaters.
As a teacher, I believe it is my duty to stimulate the minds of the students as I teach them. There are some teachers who rely on the curriculum exclusively and don't engage their own minds or those of the students. I think that is doing the students a great disservice. I had teachers like that and hated their classes. I also had teachers who went the extra mile and put something of themselves into the lessons. Those were the more popular teachers.
Using either method, we are able to teach students how to read and write and do math, but there is no reason we can't stimulate them at the same time.
Understanding is easier and better if the student is enjoying what he/she is doing. Anyone can recite facts but understanding comes from the heart.
As a teacher, I like to challenge my students and I believe I have instilled a little extra pride in their learning. I will take lessons a step further and add a little challenge. If, for example, we are learning words, I will challenge them to use the new word in a sentence. That further develops understanding, gives them something that will develop an appreciation of the new word and something to strive for. They certainly seem to enjoy the challenge.
As a coach, I often challenged my students with skills from a level or two above where they were. They would try and often succeed, and if they didn't succeed that time, they would have a better understanding for when they were ready to try again. They would also look forward to when they were able to master the new skill. I found this approach valuable and fun and so did the skaters.