Effective education is not determined by the destination and the destination alone, but the journey there.

Humans are shaped by both nature and nurture, but we are also active in shaping own own development. Knowledge within a classroom setting needs to be ACTIVELY constructed and not simply transferred. When we as teachers engage in experiences, activities, and discussions that challenge learners to make meaning, they are actively engaging in building a more complex understandings of their own world.

So with that being said there are various aspects that we need to be mindful of; that which all constitutes being a mindful teacher.

Mindfulness involves paying careful attention to thoughts, feelings, and the environment. We as teachers should embrace mindfulness to help improve students’ attention, emotion regulation, and their learning in the classroom.

What comes significantly to the fore when addressing something like mindfulness, is that learning is not just learners as an isolated entity and teachers as an entirely separate entity. In a classroom with a diversity of learners needs, a teacher cannot employ one or two different teaching methods addressing a limited number of learning styles. Teaching methods need to vary so that all learners’ learning styles can be included and a diversity of learning needs can be addressed and met. And that alone is an instance of mindfulness, being aware of your learners and understanding that what works for one wont necessarily work for all.  

Mindfulness enables us as teachers to connect deeply with our learners. Being a school teacher can be a stressful job and a mindfulness practice can be incredibly helpful with developing the strong relationships needed to successfully lead a class.

The concept of interdependence and co-operation is instrumental l to how mindfulness is introduced into the classroom. If one part of any system functions poorly, the whole system is affected. I think we need to think of teaching and learning in that regard. As a system, that desperately needs the other to function effectively.

The point at which these two sources link for me is at the following;

How this notion of mindfulness can be carried out through pastoral care. Pastoral care as outlined in the video by (Foley, 2014) is, ‘a teacher should be available and accessible to their students, and secondly they should create an environment of open communication where student’s worries and concerns can be heard. They should provide solid education in foundation skills like reading and writing. Fourthly, showing empathy and understanding. Aspects like these are used to enhance the teaching process and the overall school environment. It’s the culmination, or the coming together of aspects and approaches like these that constitute effective teaching.

Mindfulness could cultivate an exceptional learning environment, refresh teachers and their teaching and refresh the students’ learning.

We face many challenges, and have many great opportunities, in the education profession today. The mindful teacher seeks to provide a new space to explore those challenges and opportunities with one another. 

Effective education is not determined by the destination and the destination alone, but the journey there. 

In a system that aims to help youth…. Doesn’t it make a ton of sense for them to have a say in it?

When we examine knowledge as power – knowledge in any domain, how do we decide who gets to draw the line between being knowledgeable and not knowledgeable? 

In a system that aims to educate, guide, prepare, stimulate, inspire and help youth…. Doesn’t it make a ton of sense for them to have a say in it?

Today’s blog is tricky, mainly because I’ve been so pro technology in the learning and work space if it was going to benefit students. But I feel like such a tart because what’s going to benefit students more than the voice of these students and the students themselves?

The basis of today’s rant are two different sources; 1) The standards of Digital Pedagogy and 2) The Independent Project. 

So with regard to the article; it addresses how Internet and Communications Technology (ICT) literacy standards that are being implemented are standards that are limited, and therefore limiting – are limiting to students and limiting to teachers.

In any instance there are going to be students that do better than others in different facets of the curriculum. Some kids are good at Maths (not me), some were good at Art (nope not me either) but when it comes to something like the Internet and Communicating and Technology as a whole, I never want any student feeling disadvantaged or not good enough because they don’t have access to these resources.

I never want any aspect of my teaching for a learner to be limited or restricted, incomplete, inadequate, narrow, boundless – none of those things. That is NOT a vibe at all. But how exactly would I address and approach avoiding this?

I did this additional reading and these two writers Pete Rorabaugh and Jesse Stommel explained that, “Teaching is a practice. Good teaching is an engaged, reflective, and generous practice. Pedagogy is not just talking and thinking about teaching. We need to be able to work collaboratively”

And this is essentially where the two sources on which this blog is based linked for me.

So! The second part on which today’s blog is based is The Independent Project video.

"It's ridiculous to think that kids can be trusted to learn on their own." 

What if we enabled students with the opportunity to design and regulate their own education? What if instead of doing education TO students, we allowed them to use resources within their reach to bring about learning. We need to engage with this, and encourage students to drive their own learning, why? Because they can! This video not only proves it, it validates it, and it authenticates it.

Some educators might be concerned that teaching lessons around more real-world subject matter would take time away from traditional topics like calculus or Shakespeare. Teaching Calculus and Shakespeare and 100 year old literature is great and in no way am I depreciating that, but merely teaching and teaching at learners as if they are mere vessels for knowledge does NOT by itself lead to achieving curriculum objectives.

I want to teach using the Internet, I want to use my students as resources for learning of my own because I want to change, improve, and add a new dimension to my teaching.

I have to ask myself; if I had the opportunity to design a school from the ground up right now, how might classes be different from classes in existing schools today?

If I got to design my own school, the classes that students would take, would now be based on two main components: what students are interested in, and what students will need for their lives after graduating from high school, because it is proven that when a child is enjoying the class, taking something from class other than just homework, that they are more likely to absorb the information. If there is a particular subject or teaching style that a student likes, THAT is information to act on.

"There are good teachers and bad teachers. The good ones work around the curriculum, the bad ones rely on it.” 

:) 

'It took me quite a long time to develop a voice, and now that I have it, I am not going to be silent' - Madeline Albright

Is the use of social media in the classroom worth the technological trouble?

The notion that social media in a classroom setting is merely a distraction? I disagree with that hypothesis.

I honestly think Social Media can provide teachers with the exciting new opportunity to connect with students in a way that continues to provoke thought and discussion inside the classroom AND outside of the classroom setting. The use of social media will definitely encourage students to interact with one another and may increase engagement and interest in content. #goals

This transition to using social media as a resource in the classroom could be beneficial based on how students will be vastly reachable on a platform or forum they constantly check. #hitmeuponinsta

Students today are so tech-savvy, there’s no way that integrating social media into the classroom is a negative in its entirety. Social media is so unbelievably embedded in today’s society. Youngsters are constantly on Instagram, Facebook, Twitter and all the other stuff the cool kids much unlike myself (I literally got a twitter account for this class) are on. I think the use of social media in the classroom is a way of adapting to the times. A way in which to accept the reality of this life. And if you want to bring the real world into the classroom, I think bringing or introducing social media into your lessons could be vastly effective.

Introducing social media into classes not only allows an opportunity for further communication and learning but also it gives educators a way of REGULATING their students use of social media in the classroom. Teachers will be in control not only of the content being discussed in the classroom, but what is discussed after class amongst learners – so, when used wisely, social media can be a useful tool rather than a distraction.

Students are already use social media away from the classroom anyway. Why not make it apart of your lesson then? My favourite aspect with regard to the introduction of social media into classroom; it’s something different, it’s interesting, it’s interactive. Integrating social media I do believe will not only foster enthusiasm with a given task but possibly also give them the opportunity to express their creativity as they connect more deeply with course material.

And finally, ushering in a new era of social media in the classroom will really help students recognize the power of their personal voice. 

How do I know this? Because it’s a lot easier voicing my opinions online than it is voicing them in a class sometimes.