The role of the teacher

“SAlcuin peronslisationo essential is this deep thought and tender care to the teaching profession that it has its own name, that of pedagogy.”

I have known some teachers who, without realising it, saw their classroom as an accident of location. There is a classroom, in which there happens to be one knowledgeable adult amid a group of ignorant children. It almost goes without saying that these classes were as much of a burden to the students as they were to the teacher, and in them I learned precious little. By contrast, I have also known some teachers who consciously view their classroom as a place of relationships, in which there is a teacher in the midst of a group of students. These classes were a delight, and I carry much from those classes with me in my mind and in my heart to this very day.

That which separates these two extremes of a poor experience and a very good one is this: the first teacher acts as though ‘teacher’ were merely his job (or, worse, his burden); the second acts as though each relationship between him and a student is significant and important. The former does his work grudgingly; the latter, with much thought and care. So essential is this deep thought and tender care to the teaching profession that it has its own name, that of pedagogy.

In his classroom, a teacher demonstrates love for his students and for his field; a teacher demonstrates thoughtfulness in reading as well as in writing; a teacher demonstrates honesty in academics, and in life generally. In short, in a world that has the technology we have, and in a world that relies as much on skills (as opposed to knowledge) as ours does, it becomes imperative that the teacher be more than a mere transmitter of information. It is crucial that the teacher model how a scholar and a human being thinks and behaves. For it is becoming increasingly clear that all of the planet’s resources are finite, and that there is no way that the cutting-apart of our home will cease nor that poverty and violence will be acted against unless the academics, activists, politicians and citizens of the time to come are filled with passion and compassion, with thoughtfulness and honesty.

This, then, is the great and noble work of the teacher: to lead, with deep thought and tender care, the young ones entrusted to him into the future with the skills and moral resources they need, that they may play their part in the betterment of the human race and of the little planet they inhabit.

Published courtesy of Jan de Beer
From the article “On Pedagogy”
March 02, 2012

It’s a big world at Alcuin College

G6 in Stanley ParkOn any given school day, Alcuin College students can be found out in the community, inquiring, exploring, experiencing, discussing and reflecting.

Students are frequently off site, learning from the real world, in the real world. We collaborate with businesses and professionals who voluntarily share their knowledge and skills to educate our students in situ. This provides context and skills in ways a classroom cannot, and enriches our academic programs.

We are fortunate to have many opportunities readily at hand in the Lower Mainland for students to truly engage with their learning in a variety of environments. Teachers actively seek destinations where students can engage intellectually, emotionally and physically to further their learning in a highly personal way. Recent activities include our grade 5/6 students participating in a wilderness survival program at Stanley Park, as part of an interdisciplinary unit tying together elements of studies in literature, science, outdoor education and aboriginal culture. [pullquote]On any given school day, Alcuin College students can be found out in the community, inquiring, exploring, experiencing, discussing and reflecting.[/pullquote]Under the umbrella of Habitats, our grade 3/4 students travelled to the Wildlife Rescue Association to experience the impact that society has had upon local animal habitats, and to speak with people who are passionate about their mission. Grade 7 students visited a game development studio as part of their literature study of Heir Apparent, a science fiction/fantasy novel. Investigating deep sea environments and robotics, students from grades 3 to 11 toured Nuytco Research to hear first-hand from lead scientists who shared their excitement about their projects. In all field experiences, students are encouraged to pose questions, construct meaning and reflect, to personally synthesize their learning.

Going beyond the four walls of our school is integral to the educational program at Alcuin College. Student interest helps guide our teachers in seeking authentic learning experiences both locally and abroad. We are looking forward to our next destination!

Making it real

As we were at the point of founding a new independent school that embraces experiential learning, discussions on ‘authentic education’ abounded in our home. My daughter (then in grade 8 at a local public school) was a silent observer of these intense pedagogical deliberations, but she clearly had insightful contributions to make! Betsie articulated her thoughts to me in writing at that time and, as the school started taking shape, her comments continued to resonate in my thinking. Two years later, as Alcuin College is nearing its ultimate target enrolment, her views are more poignant than ever. While I clearly should have done so long ago, I am happy to share them with you now.
edteach3r

“The opinion of how a school, or even learning, can be improved has been discussed by adults for many long hours; but, instead, they ought to just ask the kids.

Robotics_082013As a student, most of my favourite subjects are when my hands and my mind can work together with different mediums or materials, and when I am in an interesting environment. Examples of these are woodshop, sewing and art. For me, it is not the product that comes from these courses, but rather the process and hard work that is involved. I suppose you could call me a kinesthetic learner. Others learn differently. They may prefer to learn by listening or writing things down. Schools that don’t have woodshop or sewing (or that lessen the time for art) are missing the point of education. Art (this also applies to other courses such as woodshop or sewing) is not only for people who want to become artists; it is also for those kids who dislike working with their hands or dread every art class. Art is not so much about how your project or painting ends up, but about your attitude towards the subject and the things that you learned in the course; whether it was through problem-solving when difficulties arise, or even how you socialised with your peers and made new friends.

I believe that we can improve many classes where we typically sit at our desks and listen and write. I would like to get out of my desk and participate in activities that would help me understand the topic and subject we are studying. For example, if a class is learning about the law and how a court of law usually works, why not act it out? Kids can do most of the research and will be having fun while learning more intensely than they would have from any textbook. Another way that some teachers of younger grades keep children interested is a change of environment. Changing the posters or artwork frequently, or adapting the class environment to suit different activities keep the students wondering what the class will look like the next day, making them more excited about going to class.

I don’t think these things are hard to achieve, so I don’t always understand why classes sometimes are so boring. Make no mistake, I love my school and my teachers, but I think learning could be even better if the schools just became more ‘real’.” Betsie49

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