Developing resilience

Figure 1. Factors influencing resilience that leads to effectively meeting student's learning needs.

Self efficacy is the ability to control how you react to any situation in which you find yourself. It is nurtured by beliefs and practices that help you regulate your thoughts, emotions, and behaviour. Self efficacious teachers are resilient teachers. Healthy relationships, grace, learning theories, models and styles, and teamwork are all important factors that help build resiliency; allowing teachers to more effectively meet the learning needs of their students (Figure 1). Research has shown that teachers with high self efficacy tend to improve the educational outcomes of their students (Gibbs, 2002).

During the panel session at the last intensive, the importance of building healthy relationships came up again and again amongst the panelists. They all agreed that by getting to know my students I will be better able to understand and graciously deal with their behaviour. Healthy teacher-student relationships build a platform of trust and respect, on which each party is willing to truly listen to the other and respond accordingly (Rogers, 2011). The joy these relationships bring is also likely to sustain me during to the low times.

Without grace a teacher can bear grudges and resentment against their students. They cannot forgive and move on. Such negativity will slowly drain the energy from you. On the other hand, grace lightens the load. The teacher is not held down by grudges but can look past the hurt in light of the cross and still seek to meet the offending student’s learning needs. Grace also helps the teacher to not be so hard on himself. Grace allows the teacher to leave failures and mistakes behind as he strives to become a better teacher each day.
 
Learning theories, models and styles give you the resources, skills and power necessary to transform your teaching. They help the teacher understand the processes of learning that their students are going through. By continuing to develop their understanding of educational theories and models, a teacher prepares himself to deal with new challenges he might face in the classroom.

No man is an island. No teacher can do it alone. We all rely on our colleagues to support, to mentor and guide us, to bounce off ideas with and to challenge us to be better teachers. By working together as a team, we can more effectively tackle the potentially overwhelming challenges of poor literacy, Maori underachievement and bad behaviour. Knowing your school’s culture and policies can also help you connect with the back-up support that is available; helping you to better manage your teaching workload (Ferrier-Kerr, 2012).

Without self efficacy, beginning teachers can easily be shell-shocked by classroom realities, losing confidence and motivation to push through the low times. Healthy relationships, grace, learning theories, models and styles, and teamwork are some of the resources available to build up resiliency to help you to take control of situations so that you don’t feel helpless and hopeless.


Ferrier-Kerr, J. (2012). Moving into the profession. In C. McGee & D. Fraser 
      (Eds.), The professional practice of teaching (pp.291-308). Albany, New
      Zealand: Cengage Learning NZ.

Gibbs, C. (2002). Effective teaching: exercising self-efficacy and thought
      control of action. Paper presented at the Annual Conference of the British
      Educational Research Association, University of Exeter, England. Retrieved
      from http://www.leeds.ac.uk/educol/documents/00002390.htm

Rogers, B. (2011). Classroom behaviour: A practical guide to effective     
      teaching, behaviour management and colleague support. (3rd ed.).
      London, England: SAGE Publications Ltd.

Responding effectively to learning needs

Love your neighbor as yourself. (Matthew 22:39)

Today's classroom is more diverse than it ever was before (Tomlinson, 2001). In one class you have students from different ethnic and socio-economic backgrounds, different academic abilities, and different degrees of special needs.

Before you can respond effectively to your students’ learning needs you must first identify them. There are many avenues available to the teacher for assessing these needs. The most important of these is identification through the establishment of relationships (blog post 3). By getting to know my students I gain valuable insights into their specific learning needs. One student might come from a household where English isn’t spoken at home and therefore might require extra help with literacy. Another student might be more interested in sports than science, meaning that I should try to incorporate sporting examples to help engage him in the subject. Such relationships will also help meet their relational needs. Building relationships with the student’s parents is another important avenue for discovering their child’s needs. Parents are the most likely people to be able to discern whether their child has a special gifting or special need. Other avenues include speaking with other teachers or through testing such as PATs and e-asTTLes.

Another important consideration is their prior knowledge. There is no point boring students by teaching things they already know. Assessing prior knowledge is an essential part of planning to meet their needs.

Armed with this knowledge, I can then plan lessons to address their needs. This will involve incorporating as many modalities of learning as possible in each lesson (blog post 4). Some students will learn best visually, others aurally, others through reading and writing and still others kinaesthetically (Flemming, 2012). Science a subject is well-suited to meeting these needs. For the gifted and talented, I will need to plan extension activities. For the lower ability students, I will need to plan understandable activities that challenge them. I will also plan a range of individual, paired and groups activities to help them develop self management, and participating and contributing skills. Consideration also needs to be made for the differences of genders. Boys in particular thrive with competition, and active and kinesthetic activities (Irwin, 2009). 

Another important need is a safe and inclusive learning environment (Sapon-Shevin, 2008). For an inclusive classroom to exist, the atmosphere must be welcoming and supportive. Put-downs and name calling must be unacceptable. I will influence the atmosphere through how I act and relate to the students as their role model. I will also be quick to address unacceptable behaviour. I will have clear boundaries. 

There are many factors to bear in mind when attempting to meet the various needs of the diverse classroom. I must first discover the needs of my students and then use this knowledge to develop lessons incorporating activities that meet the different learning styles and needs of my class. All this will be of limited benefit if I don’t also create a safe and inclusive environment.


Sapon-Shevin, M. (2008). Learning in an inclusive community. Educational 
       Leadership, 66(1), 49-53.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD Publication.

Flemming, N. (2012). VARK - A guide to learning. Retrieved from
      http://www.vark-learn.com/english/index.asp

Irwin, M. (2009). Educating boys. Auckland, New Zealand: HarperCollins
      Publishers.

Learning theories and models in science

In his grace, God has given us different gifts for doing certain things well. (Romans 12:6a)

Many learning theories and models have been applied to the teaching of science (Herr, 2007). Some of the more prominent ones are included in this blog post.

Active Learning is a theory that places the responsibility for learning with the student (Bonwell & Eison, 1991). It is comprised of a set of strategies to engage the student in learning by doing. Problem-based learning and inquiry-based instruction are two examples of active learning. Activities that fit under this model which I have used include discussion, think-pair-share, cooperative learning, group projects and student presentations.

Gardner’s theory of multiple intelligences (Gardner, 1993) implies that students will learn better though some modalities than others. Thankfully, science is well suited to covering to multiple learning modalities. My lessons typically incorporate a PowerPoint (visual intelligence), discussion or verbal explanation (linguistic intelligence), notes and written activities (linguistic and mathematical intelligence), group activities (interpersonal intelligence), and hands-on experiments (naturalist and kinesthetic intelligence).

As well as catering to varied learning styles, science is often taught following the Kolb cycle (Kolb, 1984; Figure 1). A typical lesson begins with a concrete experience (e.g. tug of war or youtube video), followed by a reflection what they just did or watched [reflective observation] through a class discussion. The learning is then consolidated through notes and written activities [abstract conceptualization]. Then the students carry out an experiment that explored the topic [active experimentation / concrete experience], which ideally finished with a concluding reflection on the experiment [reflective observation].

Figure 1. The Kolb cycle.

I have observed Bloom’s taxonomy (Bloom, 1956) frequently used to develop lessons and activities with the aim of developing critical higher order reasoning in science students. My AT at my host school used Bloom’s taxonomy to develop a series of assessed activities from which students could select a range of options that required thinking from comprehension all the way through to synthesis and evaluation.

The theory of constructivism is particularly applicable to the study of science (Bodner, 1986). Students are required to process new information by building upon and/or altering prior knowledge. For example, when studying the structure of matter over the different year levels students are continually required to build upon and modify their concept of atoms. Under this model the science teacher facilitates their students’ discovery of principles (experiments) and construction of knowledge (theories).

Finally, Schulman proposed that teachers require pedagogical content knowledge (PCK) to be effective (Schulman, 1986). They must know the challenges students face and the misconceptions commonly developed, and know how to use the student’s prior knowledge to help them build new, correct understandings. Effective teachers have both expert content knowledge and expert PCK. I have developed an expert content knowledge through my studies and research and have begun to develop my PCK through experience and learning from experienced teachers.

Science teachers usually utilise a wide range of learning theories in their teaching. The diversity in their classroom necessitates them to do so. With a combination of these theories, I should be well prepared for the challenges of teaching science.


Bloom, B. S. (1956). Taxonomy of educational objectives: The classification
       of educational goals. New York, NY: David McKay Company Inc.

Bodner, G. (1986). Constructivism: A theory of knowledge. Journal of Chemical
       Education, 63(10), 873-877. 

Bonwell, C. & Eison, J. (1991). Active learning: Creating excitement in the
       classroom. In AEHE-ERIC Higher Education Report No.1. Washington, DC:
       Jossey-Bass.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New
       York, NY: Basic Books.

Herr, N. (2007). Theories and Perspectives in Science Education. Retrieved
       from http://www.csun.edu/science/ref/theory-research/theories-science-
       education.html

Kolb, D. A. (1984). Experiential learning experience as a source of learning
       and development. Englewood Cliffs, NJ: Prentice Hall.

Schulman, L. S. (1986). Those who understand: Knowledge growth in teaching.
       Educational Researcher, 15(2), 4-14.

Building effective relationships

Do nothing from rivalry or conceit, but in humility count others more significant than yourselves. (Philippians 2:3)

Teaching in its very nature is relational. It first and foremost involves relating to students. Healthy student-teacher relationships improve learning and reduce behavioural issues (Bell, 2011), and therefore we are wise to pursue them. Student-teacher relationships can also be the source much joy for the teacher, spurring us on when we get weary. The second most important relationships are those between colleagues. We need our fellow teachers to mentor and guide us, to support us, to bounce off ideas with and to challenge us to be better teachers. As teachers we also relate to the community, particularly students’ families, to our own families and our subject. All these relationships have the potential to grow us as teachers if properly nurtured.

The more time I spend with my class, getting to know my students’ individual backgrounds, interests, strengths, and weaknesses, the better the position I will be in to engage them in learning. Healthy relationships between teacher and students build a platform of trust and respect, on which each party is willing to truly listen to the other and respond accordingly (Rogers, 2011). Building students up with genuine positive feedback is necessary part of strengthening student-teacher relationships. I will foster these relationships by sharing appropriate information and relevant stories about myself. I began my practicum at Onslow College by showing a short slideshow about myself and my journey to teaching.

I will also take an interest in their lives in and out of the classroom and going the extra mile for them. Whilst on practicum I was able to glean information about my students’ interests as I listened to their conversations. I was then in a position to show interest in them, asking, for example, how their basketball tournament went on the weekend.

Having a sense of humour is important for building relationships. Humour can also defuse a potentially volatile situation, avoiding escalation where further corrective measure might be required. 

To build relationships with my colleagues I will be open to learning from and sharing with them. I will be gracious in disagreement and seek their wellbeing. I will have to be conscious of not getting caught up in gossip and factions with colleagues but endeavour to be a bridge builder and reconciler. I witnessed colleagues supporting each other at Onslow by taking on another’s marking and by relieving for them when available. 

Finally, I will also endeavor to foster relationships with the parents of my students. If possible, I would like to visit the parents of my students early in the year. I would like to foster an open line of communication with parents, encouraging them to take an active interest in their child’s education. This means I will communicate with parents about their child’s successes as well as their challenges. Building healthy relationships between home and school has been shown to help improve both learning and behaviour (Macfarlane, 2007).

Relationships are integral to effective teaching. They take time and effort to foster but yield great dividends in return.

Bell, B. (2011). Teaching as a relational practice. In Theorising teaching in
        secondary classrooms: Understanding our practice from a socio-cultural
        perspective. Oxford, England: Routledge.

Macfarlane, A. H. (2007). Discipline, democracy and diversity: Working with students with behaviour difficulties. Wellington, New Zealand: NZCER Press.

Rogers, B. (2011). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. (3^rd ed.). London, England: SAGE Publications Ltd.

Does grace have a place?

“Blessed are the merciful, for they will be shown mercy.” Matthew 5:7

As a Christian teacher who has been shown grace by God, I must also show grace to others, including my students. But how does that work? How can I “balance concepts of fairness and forgiveness, justice and mercy, and accountability and grace” (Sutherland, 2009) in the classroom?  

Firstly it is important to recognise what grace isn’t. Grace isn’t ignoring the sin and pretending that everything is OK. Grace acknowledges sin as sin but responds not in judgment but rather in forgiveness. Just as Jesus spared the adulterous women from being stoned, He also sent her away saying “Go now and leave your life of sin” (John 8). In showing such grace to my students, I have an opportunity to reveal Christ through my words and actions (Sybesma, 2009).

But what does it look like? Grace is shown in empathy. As I get to know my students I will be in a better position to understand what might be influencing their behaviour in class and thus can help me to be more gracious to those in difficult circumstances. Grace implies that I don’t hold grudges. Once an incident is dealt with, I don’t continue to hold it against the student. Grace is shown in patience with my students, being slow to get annoyed and frustrated.

When grace is applied to behaviour management policy you end up with restorative practices. Restorative justice addresses the needs of the victim(s), offender(s) and community; seeking to heal the relationships that were harmed and to help the offender avoid future offending (Ministry of Justice, 2004). This approach to discipline is inspired by the redemption and reconciliation graciously found in Christ (Hiebert, 2008) and offers transformation for the lives of all involved. It is grace worked out in school disciplinary issues.

When dealing with disciplinary matters, I can use restorative meetings to address the issue and restore our relationship. Restorative practices seek to get to the root of the problem so that, once addressed, there might be lasting change in behaviour. It also aims is to help me understand their behaviour, to think of ways I can help them avoid future issues and to accept their apology and negotiate how they will make amends. We should leave the meeting with the issue forgiven and our relationship restored.

Restorative practice is not only suitable for dealing with issues between me and a student but also is also useful in dealing with disputes between students. By conducting restorative interviews with both parties, I can teach students an effective way to deal with conflict (Van Brummelen, 2009).

Grace doesn’t ignore or remove all consequences from misbehaviour. In fact, enforcing a punishment might be the most gracious thing to do for a student who refuses to face the consequences of their actions. Ultimately grace is about restoring relationships; between teacher and students, between students and hopefully between students and God. 

  

Hiebert, P. G. (2008). Toward a biblical worldview. In Transforming worldviews: An anthropological understanding of how people change (pp. 265-307). Grand Rapids, MI: Baker Academic.

Ministry of Justice. (2004). Restorative Justice in New Zealand Best  Practice. Wellington, New Zealand: Ministry of Justice.

 

Sutherland, M. (2009). Teacher: Revealing Christ to Students. Christian School Teacher Fall, 11.

Sybesma, L. (2009). Teacher: Christlike servant. Christian School Teacher Fall, 3-6.

Van Brummelen, H. (2009). Walking with God in the classroom. (3^rd ed.). Seattle, WA: Alta Vista College Press.

How you would engage teamwork for transformative learning

“Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly.” Ecclesiastes 4:12

The challenges faced by teachers are too great to be faced alone. We must work together as we seek for transformative learning in the classroom. To address some of these challenges, school-wide programmes have been developed by schools or by government agencies to tackle issues including poor literacy (the Literacy Project), Maori underachievement (Te Kotahitanga) and bad behaviour (Positive Behaviour for Learning).

My experience of such programmes is limited to the efforts of the science department at Onslow College to raise scientific literacy amongst their students. Scientific literacy is not the same as English literacy due to their different terminology, writing styles and purposes for writing. Thus, although general literacy strategies will help to some degree, scientific literacy will require specific training. Hitchcock (n.d.) identifies many such literacy skills under the four main areas of scientific literacy: speaking, listening, reading and writing.
 
Scientific thinking and literacy of all Year 9 and 10 students was recently assessed using the Science: Thinking with evidence (STWE) tests (NZCER, 2010). Knowledge of current student literacy is necessary before you are able to effectively improve literacy. Such school-wide testing requires teamwork to co-ordinate and to process all the information gathered. I was able to help by marking several classes tests.

To help facilitate the focus on literacy, the science department introduced a research project as the major assessment for a Yr10 unit on variation and reproduction. As part of the assessment process, students were taught how to collect, process, summarise and report scientific information. Introducing a new assessment like this required regular consultation, feedback and collaboration amongst teachers whose classes were taking part in the assessment. My AT and I together brainstormed about how to teach and model the literacy skills. I prepared resources that she could then use and at the end I gave feedback on the process to my AT and the learning area leader (LAL). During these discussions the LAL also made me aware of resources available for teaching and assessing literacy: http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Teacher-Resource-Exchange/Secondary-Literacy
http://arb.nzcer.org.nz/

My AT was particularly passionate about literacy, regularly requiring students to write essays on the topics they were learning about. She carefully scaffolds essay writing through discussion, brainstorming and the use of templates that have questions to help them begin, keywords to include and linking words that can be used. She modelled for me how to teach literacy skills in science.

Literacy is just one of the areas where transformative learning is taking place. None of this would be possible, however, without the supportive leadership from the senior management and, more importantly, the LALs. Implementation of such programmes requires the collaboration amongst teachers to develop and implement new resources, strategies and assessments. I can play my part by enthusiastically engaging in the programmes and by sharing my ideas and resources with my colleagues. In that we can sharpen each other, as iron sharpens iron (Proverbs 27:17).

Hitchcock, D. (n.d.) Literacy demands in Science. Retrieved from
      http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Teacher-
      Resource-Exchange/Secondary-Literacy

NZCER. (2010). Science: Thinking with evidence. Retrieved from 
      http://www.nzcer.org.nz/tests/science-thinking-evidence-2010