Teachers’ Stages of Development Stage 1: ‘In at the deep end’ • Primary concern: survival - main focus is planning lessons and implementing the plan; coping with unfamiliar school culture; adjusting to new roles; • Potential benefits: looking at teaching with fresh eyes; enthusiasm and energy; often being close to the students in age Huberman, 1989
‘Near gifts’ and ‘true gifts’ ? Duane Elgin,2009
Teachers’ Stages of Development Stage 2: ‘Two feet on the ground’ Primary concern: impact on students – making sure teaching benefits everyone; focus on individual differences and needs; improving the quality of teaching Potential benefits: established classroom routines; confidence not easily shaken; feels safe in the classroom Presentation name Presenter Name and Date
Teachers’ Stages of Development Stage 3: ‘Ready to tinker’ Primary concern: exploration – trying out different activities, new approaches; ready for new challenge; wanting to understand how things work inside the classroom Potential benefits: curiosity and open-mindedness towards other classrooms and different ways of doing things Presentation name Presenter Name and Date
Mastering the ‘inner workbench’ Directing our attention to the processes of learning Example: Two types of dictation Traditional dictation Delayed dictation a/ Listen, then write b/ Read, then write
Traditional dictation Listen and write!
Delayed dictation Listen, then write Read, then write
The problem with the rat race is … even if you win …. you’re still a ...
Time to reflect: 1. How were you engaged during the different types of dictation? 2. When was it easier to fulfil the task, i.e. write the correct sentence? 3. Which quotation left the strongest impression? Why?
? Presentation name Presenter Name and Date
Teachers’ Stages of Development Stage 4: Branching out Primary concern: new roles – looking for professional challenge beyond the classroom; e.g. becoming a mentor, an examiner; getting involved in wider community Potential benefits: able to build on teaching skills; discovering new talents, career advancement Presentation name Presenter Name and Date
The Reflective Practitioner good listener keen observer sees the big picture self-aware open-mindedmasters the inner workbench asks for and listens to student feedbackself-critical has a questioning stance interested in wider educational issues able to step back ready to tinker keen to understand classrooms Presentation name Presenter Name and Date
References Csíkszentmihályi, M.(1996), Creativity: Flow and the Psychology of Discovery and Invention, New York: Harper Perennial Elgin, D. (2009) The Living Universe, San Francisco: Berrett Koehler Huberman, M. A. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31-57. Robinson, K. (2009) The Element:how finding your passion changes everything. London: Penguin Books. Schön, D.A. (1987) Educating The Reflective Practitioner. San Francisco: Jossey-Bass. Underhill. A. (2011) Using the “inner workbench” to enrich teaching and learning.Workshop given at the IATEFL Annual Conference, Brighton.
Quotations used “People may forget what you said, people may forget what you did, but people will never forget how you made them feel.” (Maya Angelou) “If you want to lead someone out of the woods, you have to go in and find him first.” (Guy Claxton) “The problem with the rat-race is that even if you win, you’re still a rat.“ (Lily Tomlin)