In this episode of Just A Teacher Podcast, we are joined by Matt, a teacher with over 14 years experience, for what is an insightful and entertaining conversation. Matt shares his experience of teaching in regional areas, the UK and metropolitian schools. He discusses his passion for story-telling and how teaching brings out the best in him.
“I’m just a teacher” – a comment that I think nearly every educator has made at some point in their career. I know I have made it more than once. As educators we make the comment even though we know how complex teaching is, the challenges involved and the stress and pressure that comes with accepting the role of a teacher. Not everyone can be or would want to be a teacher but yet as a profession we still downplay the role and it’s impact.
This is even though over 5.2 million people have watched Taylor Mali’s video of his poem “What do teachers make?”. Many of those 5.2 million would actually be teachers!
So WHY do we choose to utter the words “I’m just a teacher” when faced with the question what do you do? When receiving praise for the amazing job majority of teachers do or when asked to share something incredible they are doing in their classroom?
My personal opinion it is the perception of teachers and status in society that has been reinforced through many media outlets and political agendas. Education being used as a political football and the subsequent effect of the headline grabs sees teachers having to defend what they do. The use of high stakes data like NAPLAN and PISA by media outlets to create league tables, results in pressure from education systems, schools and parents that flows through to those in the trenches – teachers.
Don’t get me started with how old comments like “you are always on holidays” and “you only work 9 till 3” get!
As educators we need to be the biggest advocates for the importance of teaching and how multi-faceted the profession is. Teachers are faced with many challenges on a daily basis and pressure from multiple angles but there aren’t many jobs more rewarding.
Teachers know the rewards that happen between the “four walls of the classroom” far outweigh any extrinsic reward. There are not many professions where you can literally change the life of another human! How amazing is it to see a young person learn to read, discover a love of learning and develop the confidence and resilience to overcome challenges life presents.
What am I doing to advocate for the teaching profession I hear you ask…
I never allow like “I’m just a teacher” or “I’m only a teacher aide” go unchecked. I reinforce that there is no JUST about it. This has then led me to create the podcast Just A Teacher.
A podcast that aims to shine a light on the people who accept the responsibility of being a teacher. Explore why someone would want to become a teacher, how teaching really is a profession where you never stop learning, examine the challenges faced and most importantly share the many successes experienced. I am hoping there will plenty of insights, affirmations and take aways for not just people in education but everyone across our society.
Click here to listen to the first episode of Just A Teacher podcast
Definition: The excitement of developing and/or attempting a new learning experience that you believe has the potential to engage and challenge students.
Recently I got “teacher excited” about an idea I had come across on my favourite professional learning network, Twitter. The idea involved using OneNote to create an Escape Room Math experience for students. I read about this on the OneNote Education blog and instantly thought my Year 3 math enrichment students would love this!
I am always looking for new ways to engage the young mathematicians while also consolidating their learning and challenging them in new ways. The Escape Room seemed like the perfect tool to achieve these aims.
Rather than escape from actual rooms students were required to work their way through a number of sections on a OneNote Notebook. Each section was password protected. To unlock the section, students needed to solve a math problem and use the correct answer as the password for the next room or section.
During the semester, we had been learning a range of problem solving strategies and the Escape Room provided a great way for students to put this understanding to the test. I intentionally selected a range of questions that required different strategies and progressively got more difficult as they worked their way through the rooms.
Now back to my “teacher excitement”. I wanted to take the Escape Room to the next level so I included a video introduction and a special video in the final room of the challenge. I stayed up past my bedtime creating the Notebook, choosing the math problems and making the video segments. I emailed the finished product to one of my colleagues to triple check the layout, video and passwords worked.
The next morning I raced into her office and asked if she got my email? She said she had and then went on to say how cool it was and she wanted to make one for her Year 5 students. I said that would have to wait a minute because I needed to share the Escape Room with my Year 3 group.
I sent out the Notebook link and then literally raced to the Year 3 classrooms…
“Check your email, check your email I have sent you something really cool!”
Students weren’t 100% sure what I was on about when I started rambling about escape room, math, passwords…then students checked their emails and they were in!
The challenge of unlocking the rooms had students instantly hooked. I had students outside school hours (remember they are in Year 3) emailing me about the questions and strategies they needed to employ to solve the questions and get the next password. I was impressed with the confidence and persistence the learning experience generated. The collaboration between the students took me by surprise as I had set the task as an enrichment activity and had foreseen them completing it individually. However, before school and at breaks they were discussing questions and how they had worked out answers.
On completion of the challenge, students shared that they really enjoyed having to solve the problem to unlock the next room and wanted to know when I was creating the next Escape Room. It was great to see my excitement for the task matched by the students.
“Teacher excitement” is one of the best things about our profession. The opportunity to be lifelong learners, accept challenges and light a spark in a young person’s life are aspects of teaching that set it apart from other vocations.
“I love my job.” #teacherexcited
Inspired by a tweet from 2016 Alabama Secondary Principal of the Year, Danny Steele
I decided I wanted to know what my team thought were the 3 things highly effective teachers have in common. I changed the descriptor, “best”, to highly effective because “best” can imply that teaching is a competition. I wanted our team to focus on the qualities highly effective teachers share in common.
At our staff meeting I asked teachers to reflect on:
- Their own practice – to self reflect on their own pedagogical practice and consider what elements they would describe as highly effective.
- When they have watched others work. All the teachers participate in WOW (Watch Others Work) time.
- Professional learning – readings, courses, professional development and conversations. What does research indicate as key practices and beliefs of highly effective teachers?
Teachers then shared their reflections with their learning partner. Following this sharing session, partners needed to narrow their list to three things. A common question during this activity was “Can we have more than three?”.
Once they had narrowed their list to three, teachers shared it on the collaboration page in our OneNote Staff Notebook. It became apparent from the lists shared that there were common themes and we could summarise our responses into three main things that highly effective teachers have in common:
It was both inspiring and empowering to know our team puts students at the centre of our planning and decision making, demonstrates a passion for teaching and learning, and reflect on their practice with the aim of continuous improvement.
So saying my journey to Microsoft’s E2 Conference didn’t go to plan would be an understatement. Here is a quick rundown:
- Flight out of Brisbane delayed by over an hour;
- Missed connecting flight to Toronto;
- Got to do three laps of LAX due to a certain airline messing up my new connecting flight ticket;
- Lost my coat somewhere in LAX;
- Had the pleasure of a full pat down from a US customs officer due to forgetting to take gum out of my pocket when getting body scanned;
- Arrived 8 hours after originally planned only to find that my new airline lost my luggage;
- Oh and the next morning the hotel locked me out of my room
My luck turned around when I just so happened to meet fellow Australian MIE, Jess, in the elevator. Like a guardian angel, Jess pointed me in the direction of a shopping mall where I could begin the mission to feel human again.
After already spending a day in Toronto, Jess played tour guide and we went exploring. We just so happened to bump into a very “unique” St Patrick’s Day parade. Let’s just say it’s not every day you see an Irish hill billy float that included a man with his pants down sitting on an open toilet and a Chinese drumming group.
Later that evening, got to finally tick off something that has been on my bucket list for 25 years – attend a NBA game. It was everything I expected and more! Air Canada Centre is an amazing venue and to top it off the Raptors got the win and scored over 100 points – free pizza for everyone!
After the rocky start, the first day in Toronto has been pretty awesome. The locals have been really friendly including this lady we met walking her cat in the CBD as we were off to get dinner.
In less than 7 days I will be in Toronto ready to dive in the deep end at Microsoft’s E2 Conference. Before I share what I am looking forward to let’s rewind to 2016.
An opportunity arose to apply to be one of four Australian MIE Experts that would represent Australia at E2 2017. Having spoken to a number of MIE’s who have attended the conference in the past it was definitely a conference that was on my professional learning bucket list.
I submitted my application and had to put my feet up and wait. Something I did literally after undergoing a knee reconstruction.
Travis Smith, Microsoft Teacher Engagement Manager, decided he would test my knee out by calling and informing me that I had been selected to represent Australia at the E2 Conference and he topped it off by telling me it was now in Toronto! If I could have jumped up and down in excitement I would have.
Let’s fast forward to now and I am super excited to be soon departing for E2.
I am excited about the whole conference and visiting a city I have never been to before.
I am excited to get the opportunity to learn from some of the leading educators in the World.
I am excited to network with developers of some of my favourite Microsoft tools.
I am excited about the team challenge – the opportunity to overcome potential cultural and language barriers in the quest to collaborate and work together to win the challenge!
I am excited to get the opportunity to showcase the wonderful teaching and learning that occurs at my school on the global stage.
In a nutshell – I’m excited!
I look forward to sharing that E2 experience through the blog and Twitter handle @TravGoulter
PS: Did I mention I am also excited about going to my first NBA game!
Late last year, I conducted professional discussions with our teachers. We reflected on the year, shared successes and discussed how we can continue to improve our school. As part of these discussions I asked “How do you make your classroom a magnet?” That is how do you make your classroom a place that students feel safe, supported and challenged in. A space where they are willing to ask questions, take risks and collaborate with others.
It was during one of the conversations that a teacher referred to himself as a switchboard operator. He said that to be able to create a classroom that was a magnet for learners he needed to be able to tap or tune into each student’s agenda. He needed to know them each as an individual and know how to switch the learning on and make connections.
It was during one of the conversations that a teacher referred to himself as a switchboard operator
To put an educational spin on the notion of the “switchboard operator” – it is basically the need to differentiate. As educators we are always considering the need to differentiate in the curriculum to meet the needs of our learners. But how often do we plan how we will differentiate for the social and emotional needs of our learners?
Our students walk through the door with varying levels of confidence, resilience, and persistence and differing capabilities of getting along with staff and peers. It is a challenge to meet the diverse range of social and emotional needs our students bring.
But we know that for children to be successful, to live positive lives then we need to tap into these needs and provide the environment, support, lessons and the role model that will allow them:
- To develop positive friendship skills, social values and empathy;
- To understand feelings, develop emotional awareness and coping skills.